SOCIAL STUDIES 9-11 RESOURCE BINDER Fall 2001 Winslow ... · Lehman, Fred Lehman, Lisa Herzog, Peter Rodgers and Yvonne Swistak (Port Moody); Gordon Wickerson and Allen Swetlikoe

Secondary Social Studies 9-11 Resource Copyright SD #43i

SOCIAL STUDIES 9-11 RESOURCE BINDER

Fall 2001

Winslow Centre, Coquitlam School District

Project Facilitator: Liz Orme, Winslow Centre

Committee:Paul Chaffee, Pinetree SecondaryRubi Corsi, Terry Fox Secondary

Mark Prinster, Gleneagle SecondaryDave Starr, Charles Best Secondary

Secondary Social Studies 9-11 Resource Copyright SD #43ii

Acknowledgments

Thanks to• Mel Douglas, Emil Nielson, Colin Chaput, Steve Fukui, Rich Chambers, Bill Mullan

and Don Van Os (Terry Fox); Michael Cook, Mario Iaccabucci, Leslie Ikeda, JeffWright and Bruce Cunnings (Pinetree); Beathen Thomas (Hugh Boyd Secondary);Brian Unger, Chris Turpin, and Peter Poka (Gleneagle); Bill Willson, CarmenLehman, Fred Lehman, Lisa Herzog, Peter Rodgers and Yvonne Swistak (PortMoody); Gordon Wickerson and Allen Swetlikoe (Centennial); Petra Kintzinger, BenLepore, Bob Kempa and Elizabeth Bancroft (Riverside); Cal Mackay, Helen Fitch,and Mary Lee Thomas (Charles Best). These teachers contributed their lesson ideas,plans for activities and unit creations in order that this resource binder might betruly excellent.

• Lisa Edwards and Karen Tessier, Winslow Centre Media Services, for creating thetitle pages and graphics

• Rob Rankin, Assessment Coordinator at Winslow Centre, for writing the large andsmall assessment sections

• Dana Meronuk, Gifted Education Resource Teacher, Student Services; TonySpagnuolo and Steve Garland (Centennial); Tacey Keighley and Bill Mullan (TerryFox); Lasta Graf (Charles Best) and Michael Cook (Pinetree) for the per-lessongifted/enrichment suggestions

• Dr. Lannie Kanevsky for permission to reprint pages of The Toolkit for CurriculumDifferentiation in the additional adaptations and modifications section

• Pat Tanaka and Deirdre Annett (Winslow), Judy Toy (Centennial) and HelenPatzwald (Terry Fox) for the per-lesson ESL suggestions

• Heather Burns, Tony Spagnuolo, Jennifer Blenkinsop and Joan Caldow for their per-lesson learning assistance suggestions

• Coquitlam teacher librarians for the information on referencing research documents(Barbara Burton, Dianne Driscoll, Judy McConnell, Linda Nelson, Janet Oliver,Shirley Bens)

• Rob Rankin, Winslow Centre; Port Moody teachers Bill Willson, Judy McConnell,Shirley Bens, Sheila Beauregard and Paul Kennedy, and Port Moody student DanMcCoach; for their contributions to the plagiarism section

• Jackie Russ and Betty Lessman (Winslow Centre) for typing, proofreading andpatience

• The Riverside Student Services department for the adaptations and modificationssection

• Kevin Akins and Mike Gordon for their valuable technological support• Norm Olding for finishing up

Disclaimer

Every effort has been made to obtain permission for copyright material used in thisresource, and to acknowledge all such material. Any errors or omissions brought tothe attention of the Social Studies coordinator will be corrected in future printings.

Secondary Social Studies 9-11 Resource Copyright SD #43iii

Rationale

A committee comprised of practicing secondary Social Studies teachers and a districtcoordinator designed this resource to support Coquitlam’s Social Studies 9-11 teachers.Many talented Social Studies teachers will retire in the next few years, taking their filingcabinets and internal knowledge with them. The committee wanted to tap thisknowledge before it disappeared for a number of reasons:• to ensure others had access to this knowledge,• to provide departments a framework or basis upon which to share ideas and

conduct discussion about best practice in teaching Social Studies,• to provide excellent support for all the new Social Studies teachers who will replace

those who retire,• to allow for interdepartmental sharing of ideas, and• to provide those who are interested in such things an avenue for standardization of

delivery within and among secondary Social Studies departments in Coquitlam.

Following the model established by the very successful 1998 Middle School LanguageArts Resource, the 1999 Humanities 8 Resource, and the 2000 Secondary EnglishResource, the team worked steadily from November 2000 to June 2001 to produce thedocument you now hold in your hands. Several points need to be made about thefinished product:• The combined activities, per grade, allow a teacher to “cover” the IRP outcomes in

that grade. This resource, a decent textbook, and access to the library are all youneed.

• Correlations to the Social Studies IRP and the textbooks currently in use in thedistrict have been made for every teaching idea.

• The resource models the notion that the textbook doesn’t have to be the program ofstudy or the teacher’s only resource; the textbook is merely one of the tools to beused (as is this resource).

• The resource was designed with Coquitlam’s broad range of students in mind; this iswhy there are modification/adaptation suggestions per activity as well as moregeneric suggestions to be found in a section unto themselves. Additionally, thecommittee provided multitudes of multiple intelligence ideas, alternative resources,and fieldtrip ideas, as well as a section dealing with plagiarism in the hope that theneeds of all our diverse students can be met.

• This resource was designed as a working document with the expectation thatteachers would modify all ideas and graphic organizers to suit their individual needsusing the easy-to-manipulate CD-ROM.

• The distribution of this document includes two binders and five CD-ROMs persecondary school; more are available on a cost-recovery basis through WinslowCentre.

It is hoped you will find this package to be user-friendly, helpful, and reassuring whenaddressing the learning outcomes outlined in the Social Studies IRP 9-11. Committeemembers are willing to provide further inservice of this package on request, as is thedistrict Social Studies coordinator. Please contact the coordinator at Winslow Centre(604-936-0491) for more information.

Secondary Social Studies 9-11 Resource Copyright SD #43iv

Table of Contents in Brief

Detailed Table of Contents..............................................................................................2

Planning and the IRP........................................................................................................9

Grade Nine Teaching Ideas............................................................................................24

Grade Ten Teaching Ideas............................................................................................186

Grade Eleven Teaching Ideas......................................................................................304

Fifty Nifty Ideas for Social Studies..............................................................................450

More Adaptations and Modification Ideas................................................................459

Assessment.....................................................................................................................516

Resources and Fieldtrips..............................................................................................551

Research and Plagiarism..............................................................................................560

Sample Course Outlines...............................................................................................582

Secondary Social Studies 9-11 Resource Copyright SD #432

Detailed Table of ContentsAcknowledgements.......................................................................................................................ii

Rationale/Disclaimer...................................................................................................................iii

Table of Contents in Brief............................................................................................................iv

Planning and the IRP

A Planning Model........................................................................................................................9

Ways to Use the Planning Model................................................................................................10

Sample Planning Template.........................................................................................................11

I.R.P. Prescribed Learning Outcomes........................................................................................12

Learning Outcomes Checklists....................................................................................................16

Grade 9: Europe and North America 1500-1815

An Introduction to History.........................................................................................................24

Concept Attainment: The Enlightenment....................................................................................28

Anticipation Guide: England’s Government System..................................................................31

Enlightenment in Three Stages....................................................................................................33

Comic Strip: Clashes Between King and Parliament..................................................................36

Jigsaw: Democracy and the English Civil War..........................................................................37

Time Line: Democracy and the English Civil War.....................................................................41

Cromwell Video..........................................................................................................................43

The Rights Balloon Game...........................................................................................................46

18th Century French Society......................................................................................................49

Poster: Reign of Terror / Committee of Public Safety................................................................51

French Revolution Diary Entry..................................................................................................53

French Revolution Concept Circle.............................................................................................56

The French Revolution Jeopardy...............................................................................................58

Revolution Storyboard...............................................................................................................62

Creatively Presenting the French Revolution.............................................................................65

The Industrial Revolution Picture Gallery.................................................................................68

Cottage Industry and Factory System Role Play........................................................................70

Oliver Twist................................................................................................................................72

Effect of the Industrial Revolution Pamphlet...............................................................................75

The Industrial Revolution Storyboard........................................................................................77

The Trial of Richard Moneybags...............................................................................................79

Industrial Revolution Multi-Paragraph Response......................................................................90


First Nations Research Booklet...................................................................................................92

The World Around Me - Independent Project............................................................................94

First Nations Study Project.........................................................................................................96

Video Analysis: The Age of Exploration....................................................................................98

Conflict in the New World........................................................................................................100

Explorer Hockey Cards...........................................................................................................102

Arrival in Canada Jigsaw........................................................................................................104

Timeline: North America 1758 - 1815....................................................................................107

Black Robe I.............................................................................................................................109

Black Robe II............................................................................................................................112

Black Robe III..........................................................................................................................115

Simulation Game: Surviving the Scourge of D’Iberville..........................................................122

Who’s Who in New France Jigsaw..........................................................................................127

New France: Creative Storytelling...........................................................................................130

The New France Rights Balloon Game....................................................................................132

Mind Map: New France 1608 - 1755.......................................................................................135

Essay: Beating Enemies and Building Empires.........................................................................137

Design an Exam for Canada Revisited Ch: 4............................................................................139

American Revolution: Two Points of View..............................................................................141

The Battle of Bunker Hill and Bias...........................................................................................144

American Revolution Timeline.................................................................................................146

Loyalist Journal.......................................................................................................................148

Dinner Party.............................................................................................................................150

Canada Assignment..................................................................................................................152

Topography Assignment..........................................................................................................154

Personal Annotated (Pop-Up) Map.........................................................................................156

Semester-End In Class Essay....................................................................................................158

A Unit on Revolution................................................................................................................160

Early Native and European Cultures - A Unit.........................................................................175

Grade 10: Canada 1815-1914

Upper and Lower Canada 1815-1838 Storyboard..................................................................186

Resume Assignment..................................................................................................................188

Charlottetown Conference Role Play.......................................................................................190

Confederation Game................................................................................................................193

Father of Confederation Diary.................................................................................................202

Drive to Nationhood Newspaper Assignment...........................................................................204


History’s Conscience Alley.......................................................................................................207

The Slave Trade.......................................................................................................................209

Sir John A. Macdonald and Synectics......................................................................................211

Steps to Nationhood Visual Essay.............................................................................................215

National Policy Acrostic...........................................................................................................217

Purchase of Rupert’s Land.......................................................................................................219

Colonel Garnet Wolseley’s Expedition to Red River................................................................221

Red River Rebellion of 1870....................................................................................................223

The Execution of Thomas Scott.................................................................................................225

Louis Riel Position Paper.........................................................................................................227

Read Horizons Ch. 3: Western Canada Geography................................................................229

Canadian Identity: Then and Now...........................................................................................234

The Development of Western Canada Essay............................................................................236

Development of Canada Mandala............................................................................................240

HBC Fur Trade Board Game..................................................................................................243

Immigrant Bio-Poem................................................................................................................245

What I Wish for my Daughter..................................................................................................247

Walking a Mile in Someone’s Shoes.........................................................................................249

Women in Canada....................................................................................................................251

Suffragette Interview.................................................................................................................253

Women Through Five Generations..........................................................................................255

Two Voices...............................................................................................................................257

Immigration Assignment..........................................................................................................259

Sir Wilfred Laurier Era Immigration Poster............................................................................261

Selling Canada.........................................................................................................................263

B.C. Character Profile..............................................................................................................264

Technological Hall of Fame.....................................................................................................266

Fraser River Explorer Journal................................................................................................268

Innovations Carousel................................................................................................................270

Aboriginal Peoples Newspaper................................................................................................272

Read Horizons Ch. 9: B.C. Economy.......................................................................................274

B.C. Economy Research Presentation......................................................................................277

B.C. Road Trip.........................................................................................................................280

Pacific Rim Research................................................................................................................282

Geography Postcards...............................................................................................................284

Making Modern Connections...................................................................................................286

Famous Canadians...................................................................................................................288

Historical Figure Psychiatrist’s Report....................................................................................290


Time Capsule............................................................................................................................292

Historical Figure on Trial........................................................................................................294

Column Notes...........................................................................................................................296

Reading Articles.......................................................................................................................298

Chapter Sort and Predict..........................................................................................................300

Current Events Assignment......................................................................................................302

Grade 11: 20th Century Canada

Political Food for Thought.......................................................................................................304

Political Cartoon Assignment...................................................................................................306

Priorities...................................................................................................................................308

Canadian Identity Collage........................................................................................................310

Political Ideologies in a School.................................................................................................312

Government and Ideology Research........................................................................................314

Totalitarian Ideologies: A Research Assignment.....................................................................316

Totalitarian Country Newspaper Analysis...............................................................................319

Canada’s Government Structure..............................................................................................321

Canada’s Parliament Website Comparative Poster.................................................................323

Canadian Legal Issues Oral Research Presentation.................................................................325

Justice System Websites............................................................................................................328

Country Comparison Essay Topic............................................................................................330

The Indian Act..........................................................................................................................332

Cybertour of the B.C. Legislative Assembly.............................................................................334

Election Assignment..................................................................................................................336

WWI Background: Why Do We Fight?...................................................................................338

WWI Play.................................................................................................................................340

The Great War 1914 - 1918: Group Presentation...................................................................349

WWI Letter...............................................................................................................................351

WWI Timeline..........................................................................................................................353

Creative Conscription...............................................................................................................355

Art, Literature and the Great Depression.................................................................................357

WWII Debate............................................................................................................................359

WWII Map Study and Research Project..................................................................................361

Appeasement: Is Bullying Always Successful?.........................................................................363

WWII Letter from Home to the Front......................................................................................366

WWII Newspaper Editorials.....................................................................................................368

To Bomb Or Not To Bomb.......................................................................................................370


Peacekeeper Assignment..........................................................................................................373

First Nations Issues in 20th Century Canada: Essay................................................................375

The Avro Arrow Story............................................................................................................377

Read and Write a Canadian Biography...................................................................................379

The Day You Were Born..........................................................................................................381

Who Are Canadian Heroes?....................................................................................................384

Western Alienation and Independence.....................................................................................387

Culminating Project: Research Essay.......................................................................................389

Analyzing Historical Documents..............................................................................................393

Introduction to Geography.......................................................................................................398

Geographical Technology Research........................................................................................400

Environment Project.................................................................................................................402

Canada and Geography...........................................................................................................404

Global Issues: Human Rights & Citizenship.............................................................................406

Global Village - Communication..............................................................................................409

Resource Distribution Simulation.............................................................................................411

Human Rights Essay.................................................................................................................418

Standards of Living Research Project......................................................................................424

Changing Spheres of Influence in the 20th Century..................................................................427

National Spending Priorities.....................................................................................................429

Canadian Identity, Culture and Immigration...........................................................................431

Discussion: Canada’s Role in the World Today.......................................................................433

St. Lawrence Seaway Project...................................................................................................436

Granville Island Field Study.....................................................................................................438

Current Events Assignment......................................................................................................441

Current Events Bulletin Board and Journal.............................................................................443

Only the News That Fits............................................................................................................446

Why Social Studies?.................................................................................................................448

Fifty Nifty Ideas for Social Studies

Fifty Nifty Ideas from the Multiple Intelligences........................................................................450

More Adaptations and Modification Ideas

ESL Students.............................................................................................................................459

Learning Centre Students.........................................................................................................461

Strategies for Reading Social Studies Texts..............................................................................469

Musical Delivery of Social Studies Content...............................................................................480


Voice to the Past.......................................................................................................................489

Assessment

Assessment and Evaluation.......................................................................................................516

Developing Criteria and Scoring Rubrics................................................................................519

Oral Presentation (4 point)......................................................................................................523

Oral Presentation (6 point)......................................................................................................524

Expository Writing - Essay (4 point).......................................................................................525

Expository Writing - Essay (6 point).......................................................................................527

Presentation of Ideas (4 point).................................................................................................528

Presentation of Ideas (6 point).................................................................................................529

Quality of Ideas (4 point).........................................................................................................530

Quality of Ideas (6 point).........................................................................................................531

Understanding of Subject (4 point)...........................................................................................532

Understanding of Subject (6 point)...........................................................................................533

Use of Language (4 point)........................................................................................................534

Use of Language (6 point)........................................................................................................535

Historical Character Analyses (6 point)..................................................................................538

Reading for Information (4 point)...........................................................................................539

Reading for Information (6 point)...........................................................................................540

Reading Historical Fiction (4 point)........................................................................................541

Reading Historical Fiction (6 point)........................................................................................542

Group Work (4 point).............................................................................................................543

Speaking and Listening in a Small Group Discussion...............................................................544

Group Work (6 point).............................................................................................................545

Assuming a Role (4 Point).......................................................................................................546

Assuming A Role (6 Point)......................................................................................................547

Alternative Role Play Rubric...................................................................................................548

Visual Presentation of Material (4 point).................................................................................549

Visual Presentation of Material (6 point).................................................................................550

Resources and Fieldtrips

M.O.E. Assessment Resources..................................................................................................551

(Mostly) Canadian Web Sites for Social Studies......................................................................552

Historical Fiction......................................................................................................................554

Field Trip Ideas........................................................................................................................556

Video Resources.......................................................................................................................557


Other Resources, Teacher’s Guides and Kits...........................................................................559

Research and Plagiarism

Plagiarism................................................................................................................................560

Documenting Your Research....................................................................................................563

How To Do A Research Project: An Approach......................................................................571

Sample Course Outlines

Social Studies 9 Course Outline: A Linear Approach..............................................................582

Social Studies 9 Course Outline: A Thematic Approach..........................................................583

Social Studies 10 Course Outline: A Linear Approach............................................................584

Social Studies 10 Course Outline: Thematic Approach............................................................586

Social Studies 11 Course Outline: A Linear Approach............................................................587

Social Studies 11 Course Outline: Thematic Approach............................................................589

SS11 Course Outline - Alternative Thematic Approach..........................................................591


A Planning Model

Reporting

Learning Outcomes

• from the curriculum guides

Revise Plan

• the original topics/tasks mayneed to be adjusted to meet

student needs; the assessment criteria may need to be

changed

Assess Prior Knowledge

• use teacher-developedmethods to find outwhat students know and are able to do

PlanningFor Instructionand Assessment

• select strategies, products andprocesses which will helpstudents achieve learning

outcomes; identifyassessment tasks

and criteria

Teach, Assess Evaluate

• most assessment and evaluationshould be for the purpose of

planning for instructionand providing ongoingfeedback to students


Ways to Use the Planning Model

The planning model has six separate components, but they are all part of the planning,assessing, reporting procedure. Reporting is the logical outcome of the other fivecomponents. Approach planning from any component first. You may:• have a class that has a unique learning style; use this prior knowledge to help build

lessons and units that best suit the students• think up or discover a terrific; check to see if it can help students achieve a variety of

the learning outcomes of the course• find an assessment tool that appears to be an effective way of assessing certain

assignments; built units that use the tool• create a unit that you thought would be highly successful, but it wasn’t; revise it,

keeping the strengths, altering or replacing the weaknesses• discover learning outcomes that you want to incorporate into your course; build

strategies and assessment tools to help you

Use the planning model as a tool to build effective lessons on units of study. Also use itto revisit those lessons and units to see if you can make them more effective for yourstudents.


Sample Planning Template

For an expanded explanation of this model, refer to the 1998 Language Arts MiddleSchool Resource Binder. One copy was given to each Secondary English department.

Assess Prior Knowledge• Where do I begin?• What do my students know?• Where do they need help?

Main Products and Processes• What will the students do?

Instructional Strategies• How will I help students achieve the

learning outcomes?

Key Assessment/Evaluation Tasks• How will I gather information about

student progress?• What aspects of each product or process do

I teach, assess, evaluate?

Resources


I.R.P. PRESCRIBED LEARNING OUTCOMES - SOCIAL STUDIES GRADE 9

APPLICATIONS OFSOCIAL STUDIES

SOCIETY ANDCULTURE:

EUROPE ANDNORTH

AMERICA FROM1500 TO 1815

POLITICS ANDLAW: EUROPEAND NORTH

AMERICA FROM1500 TO 1815

ECONOMY ANDTECHNOLOGY:EUROPE AND

NORTHAMERICA FROM

1500 TO 1815

ENVIRONMENT:EUROPE AND

NORTH AMERICAFROM 1500 TO 1815

It is expected thatstudents will:





o identify andclarify a problem,an issue, or aninquiry

o select and

summarizeinformation fromprimary andsecondary printand non-printsources, includingelectronic sources

o assess the

reliability,currency, andobjectivity ofdifferentinterpretations ofprimary andsecondary sources

o defend a position

on a controversialissue afterconsidering avariety ofperspectives

o plan, revise, and

deliver formal oraland writtenpresentations

o co-operatively

plan, implement,and assess acourse of actionthat addresses theproblem, issue, orinquiry initiallyidentified

o analyze therelationshipbetweenAboriginalpeople andEuropeans andexplain the roleof each in thedevelopment ofCanada

o describe daily

life inAboriginalcommunities,New France,and BritishNorth America

o assess how

identity isshaped by avariety offactors,including:

-family -gender -belief systems -ethnicity -nationality o describe how

different formsof artisticexpressionreflect thesociety in whichthey areproduced

o analyze roots of

present-dayregional,cultural, andsocial issueswithin Canada

o definecolonialism,imperialism, andnationalism

o analyze factors

that contribute torevolution andconflict

o analyze the

contributions ofthe English,French, andAmericanrevolutions in thedevelopment ofdemocraticconcepts

o investigate the

roots ofCanada’spolitical andlegal systems,including thedevelopment oftwo legal systemsfrom two cultures

o evaluate the

changing natureof law and itsrelation to socialconditions of thetimes

o assess howeconomicsystemscontributed tothe developmentof early Canada

o analyze reasons

for the initialexploration andsettlement ofNorth America

o analyze effects

of colonialismon trade andconflict

o assess the

impact of the furtrade onexploration andsettlement

o identify factors

that influencedgrowth anddevelopment ofindustry

o evaluate the

effects of theIndustrialRevolution onsociety and thechanging natureof work

o construct,interpret, and usegraphs, tables,grids, scales,legends, contours,and varioustypes of maps

o describe and

compare NorthAmerica’sdiversegeographicalregions

o identify major

explorationroutes andhistorical eventsin thedevelopment ofCanada

o demonstrate

understanding ofthe ways inwhichAboriginalpeople interactwith theirenvironment

o explain the role

of Aboriginalpeople in the furtrade and in theexploration ofNorth America

o assess the role of

geographicalfactors in thedevelopment oftrade andsettlement inCanada andother colonies


I. R. P. PRESCRIBED LEARNING OUTCOMES - SOCIAL STUDIES 10


SOCIETY AND CULTURE:CANADA FROM 1815 TO 1914

POLITICS AND LAW:CANADA FROM 1815 TO 1914

(I)It is expected that students will: It is expected that students will: It is expected that students will:o identify and clarify a problem,

an issue, or an inquiry

o plan and conduct library andcommunity research usingprimary and secondary printand non-print sources, includingelectronic sources

o generate and critique differentinterpretations of primary andsecondary sources

o assess and defend a variety ofpositions on controversialissues

o plan, revise, and deliver formalpresentations that integrate avariety of media

o demonstrate leadership byplanning, implementing, andassessing a variety of strategiesto address the problem, issue, orinquiry initially identified

o identify the changing nature offamilies and women’s roles inCanadian society

o assess the interaction betweenAboriginal people andEuropeans

o describe contributions made byAboriginal people, the French,and the British to thedevelopment of Canada

o identify the influence ofimmigration on, and thecontributions of immigrants to,the development of Canada

o demonstrate awareness of waysthe arts mirror and shapeCanadian society

o analyze the changing perceptionof Canadian identity and assessthe influence of the United Statesand other countries

o identify contributions to theevolution of responsiblegovernment and federalism

o analyze political, economic,social, and geographical factorsthat led to Confederation

o analyze the impact of the 1837-38 Rebellions, the Red RiverRebellion, and the NorthwestRebellion on the development ofCanada

POLITICS AND LAW:CANADA FROM 1815 to 1914

(II)

ECONOMY ANDTECHNOLOGY: CANADA

FROM 1815 TO 1914

ENVIRONMENT:CANADA FROM 1815 TO 1914

It is expected that students will: It is expected that students will: It is expected that students will:o evaluate the impact of western

expansion and federal policieson Aboriginal people

o explain the fundamental natureof the British North AmericaAct in terms of the division ofpowers between the federaland provincial governments

o compare Canada’sdevelopmental steps tonationhood with those of theUnited States

o analyze the impact of theNational Policy on westernexpansion

o identify and describe the effectsof technological innovation onsettlement and employmentpatterns within regions ofCanada

o identify factors that contributeto the economy of BritishColumbia

o assess changing economicrelationships between BritishColumbia and its major tradingpartners

o construct, interpret, and usegraphs, tables, grids, scales,legends, contours and varioustypes of maps

o identify and describe thephysiographic regions of Canadaand processes that formed theseregions

o analyze how geog influenced theeconomic, historical, and culturaldevelopment of western Canada

o ID key local and provincialresource-development issues(1815 to present), considering theconcepts of stewardship andsustainability


I.R.P. PRESCRIBED LEARNING OUTCOMES - SOCIAL STUDIES GRADE 11

SKILLS ANDPROCESSES I

SKILLS AND PROCESSES II SOCIALISSUES I

SOCIALISSUES II

CULTURALISSUES

students will: students will: students will: students will: students will:o identify and use

approaches from thesocial sciences andhumanities toexamine Canada andthe world

o communicateeffectively inwritten/spokenlanguage or otherforms expression, asappropriate to thesocial sciences

o demonstrate theability to thinkcritically, includingthe ability to defineissues or problems

o develop hypothesesand supportingarguments

o gather relevantinformation fromappropriate sources

o assess reliability,currency andobjectivity ofevidence

o develop / expressappropriateresponses to issuesor problems

o reassess responses toissues on the basis ofnew information

o assess the influenceof mass media onpublic opinion

o develop, express anddefend a position onan issue, and explainhow to put the ideasinto action

o demonstrate skills associatedwith active citizenship,including the ability tocollaborate and consult withothers AND respect andpromote respect forcontributions of other teammembers AND interactconfidently

o assess the role of values,ethics and beliefs in decisionmaking

o demonstrate appropriateresearch skills, including theability to - develop pertinentquestions about a topic, anissue, or a situation, - collectoriginal data, - use a range ofresearch tools and resources, -compile and document task-specific info. from a widevariety of print and electronicsources, - present andinterpret data in graphic form,- evaluate and interpret datafor accuracy, reliability, biasand point of view, -understand the nature of andappropriate uses for primaryand secondary sources

o recognize connectionsbetween events and theircauses, consequences andimplications

o demonstrate mapping skills,including the ability toorganize and synthesizevarious types of mapping data

o demonstrate awareness ofcurrent geographicaltechnology

o demonstrate awareness of thevalue of S.S. ed. in their dailylives, careers

o identifyelementsthatcontributeto theregional,cultural,and ethnicdiversity ofCanadiansociety

o identify

majorCanadiansocialpoliciesandprogramsand theirimpact onCanadiansociety

o describe the

role ofwomen inthedevelop-ment ofCanadiansociety

o compareandcontrastforces thathave unitedand dividedCanadiansduring the20thcentury,includingQuebecseparatism

o devise and

defend apersonaldefinitionof what itmeans to beCanadian

o recognize

the impor-tance ofboth indivi-dual andcollectiveaction inresponsibleglobalcitizen-ship

o identify and

assesssocialissuesfacingCanadians

o describe thehistory andcontribu-tion ofCanada’sFrench andEnglishcultures inshapingCanadianidentity

o describe the

role ofCanada’sFirstNationspeoples inshapingCanadianidentity

o describe the

role ofculturalpluralism inshapingCanadianidentity

o identify the

contribu-tions of thearts inreflectingand shapingCanadianidentity

o identify and

assessculturalissues facingCanadians


I.R.P. PRESCRIBED LEARNING OUTCOMES - SOCIAL STUDIES GRADE 11 (continued)

POLITICALISSUES I

POLITICALISSUES II

LEGAL ISSUES ECONOMICISSUES

ENVIRONMENTALISSUES

students will: students will: students will: students will: students will:o describe

Canada’sevolution as anindependentnation

o identify the

structure andoperation ofCanada’sfederal,provincial, andmunicipalgovernments

o explain

Canada’spolitical systemand contrast itwith otherpoliticalsystems

o demonstrate

understandingof the historyand presentstatus ofAboriginalland claims andself-governmentin Canada

o explain howpoliticalspheres ofinfluence havechangedthroughoutthe worldduring the20th century

o describe

Canada’s roleininternationalconflicts,includingWorld War Iand WorldWar II, andassess theimpact onCanada

o describe and

assessCanada’sparticipationin worldaffairs

o identify and

assesspoliticalissues facingCanadians

o identify the majorprovisions of theCanadianConstitution, theCanadian Charter ofRights andFreedoms, andhuman rightslegislation

o describe the

fundamentalprinciples of theCanadian federaland provinciallegal systems,including the ruleof law

o demonstrate

awareness of howto access thevarious levels ofgovernment inCanada

o demonstrate

awareness of theprovisions of theIndian Act and itsimpact on thecitizenship ofAboriginalCanadians

o identify and assess

critical legal issuesfacing Canadians

o describe thestages of economicactivity, includingthe acquisition ofresources,production anddistribution, theexchange of goodsand services, andconsumption

o describe economic

cycles in Canadaand the world,including theGreat Depression

o demonstrate

awareness ofdisparities in thedistribution ofwealth in Canadaand the world

o assess

implications ofindustrial andtechnologicaldevelopment forsocieties andcultures

o identify and

assess economicissues facingCanadians

o explain theenvironmentalimpact of economicactivity, populationgrowth,urbanization, andstandard of living

o apply the followingthemes of geographyto relevant issues:

-location (a position onthe earth’s surface)

-place (physical andhumancharacteristics thatmake a locationunique)

-movement (the variedpatterns in themovement of lifeforms, ideas, andmaterials)

-regions (defining an areawith certain humanand physicalcharacteristics)

-human and physicalinteraction (wayshumans depend on,adapt to, and modifythe environment)

o identify thegeographical forcesshaping Canada’sposition amongnations

o identify and assessenvironmental issuesfacing Canadians


Social Studies 9 Student Learning Outcomes


Date Completed Comments

identify and clarify a problem, an issue, oran inquiryselect and summarize information fromprimary and secondary print and non-printsources, including electronic sourcesassess the reliability, currency, andobjectivity of different interpretations ofprimary and secondary sourcesdefend a position on a controversial issueafter considering a variety of perspectivesplan, revise, and deliver formal oral andwritten presentationscooperatively plan, implement, and assess acourse of action that addresses the problem,issue, or inquiry initially identified

SOCIETY AND CULTURE:EUROPE AND NORTH AMERICAFROM 1500 TO 1815analyze the relationship between Aboriginalpeople and Europeans and explain the roleof each in the development of Canadadescribe daily life in Aboriginal communities,New France, and British North Americaassess how identity is shaped by a variety offactors, including: -family -gender -belief systems -ethnicity -nationalitydescribe how different forms of artisticexpression reflect the society in which theyare producedanalyze roots of present-day regional,cultural, and social issues within Canada

POLITICS AND LAW: EUROPE ANDNORTH AMERICA FROM 1500 TO 1815define colonialism, imperialism, andnationalismanalyze factors that contribute to revolutionand conflictanalyze the contributions of the English,French, and American revolutions in thedevelopment of democratic concepts


investigate the roots of Canada’s politicaland legal systems, including the developmentof two legal systems from two culturesevaluate the changing nature of law and itsrelation to social conditions of the times

ECONOMY AND TECHNOLOGY:EUROPE AND NORTH AMERICAFROM 1500 TO 1815assess how economic systemscontributed to the development of earlyCanadaanalyze reasons for the initial explorationand settlement of North Americaanalyze effects of colonialism on tradeand conflictassess the impact of the fur trade onexploration and settlementidentify factors that influenced growthand development of industryevaluate the effects of the IndustrialRevolution on society and the changingnature of workENVIRONMENT: EUROPE ANDNORTH AMERICA FROM 1500 TO 1815construct, interpret, and use graphs,tables, grids, scales, legends, contours,and various types of mapsdescribe and compare North America’sdiverse geographical regionsidentify major exploration routes andhistorical events in the development ofCanadademonstrate understanding of the waysin which Aboriginal people interact withtheir environmentexplain the role of Aboriginal people inthe fur trade and in the exploration ofNorth Americaassess the role of geographical factors inthe development of trade and settlementin Canada and other colonies




Date Completed Comments

identify and clarify a problem, an issue,or an inquiryplan and conduct library and communityresearch using primary and secondaryprint and non-print sources, includingelectronic sourcesgenerate and critique differentinterpretations of primary andsecondary sourcesassess and defend a variety of positionson controversial issuesplan, revise, and deliver formalpresentations that integrate a variety ofmediademonstrate leadership by planning,implementing, and assessing a variety ofstrategies to address the problem, issue,or inquiry initially identifiedSOCIETY AND CULTURE:CANADA FROM 1815 TO 1914identify the changing nature of familiesand women’s roles in Canadian societyassess the interaction betweenAboriginal people and Europeansdescribe contributions made byAboriginal people, the French, and theBritish to the development of Canadaidentify the influence of immigration on,and the contributions of immigrants to,the development of Canadademonstrate awareness of ways the artsmirror and shape Canadian societyanalyze the changing perception ofCanadian identity and assess theinfluence of the United States and othercountriesPOLITICS AND LAW:CANADA FROM 1815 TO 1914 (I)identify contributions to the evolution ofresponsible government and federalism


analyze political, economic, social, andgeographical factors that led toConfederationanalyze the impact of the 1837-38Rebellions, the Red River Rebellion, andthe Northwest Rebellion on thedevelopment of CanadaPOLITICS AND LAW:CANADA FROM 1815 TO 1914 (II)evaluate the impact of westernexpansion and federal policies onAboriginal peopleexplain the fundamental nature of theBritish North America Act in terms of thedivision of powers between the federaland provincial governmentscompare Canada’s developmental stepsto nationhood with those of the UnitedStatesECONOMY AND TECHNOLOGY:CANADA FROM 1815 TO 1914analyze the impact of the National Policyon western expansionidentify and describe the effects oftechnological innovation on settlementand employment patterns within regionsof Canadaidentify factors that contribute to theeconomy of British Columbiaassess changing economic relationshipsbetween British Columbia and its majortrading partnersENVIRONMENT:CANADA FROM 1815 TO 1914construct, interpret, and use graphs,tables, grids, scales, legends, contoursand various types of mapsidentify and describe the physiographicregions of Canada and processes thatformed these regionsanalyze how geography influenced theeconomic, historical, and culturaldevelopment of western Canadaidentify key local and provincialresource-development issues from 1815to the present, considering the conceptsof stewardship and sustainability



SKILLS AND PROCESSES I Date Completed Commentsidentify and use approaches from thesocial sciences and humanities toexamine Canada and the worldcommunicate effectively in written andspoken language or other forms ofexpression, as appropriate to the socialsciencesdemonstrate the ability to thinkcritically, including the ability to:- define and issue or problem- develop hypotheses and supporting argumentsgather relevant information fromappropriate sourcesassess the reliability, currency andobjectivity of evidencedevelop and express appropriateresponses to issues or problemsreassess their responses to issues on thebasis of new informationassess the influence of mass media onpublic opiniondevelop, express and defend a positionon an issue, and explain how to put theideas into actionSKILLS AND PROCESSES IIdemonstrate skills associated with activecitizenship, including the ability tocollaborate and consult with othersAND respect and promote respect forthe contributions of other teammembers AND interact confidentlyassess the role of values, ethics andbeliefs in decision makingrecognize connections between eventsand their causes, consequences andimplicationsdemonstrate mapping skills, includingthe ability to organize and synthesizevarious types of mapping datademonstrate awareness of currentgeographical technology


demonstrate appropriate research skills,including the ability todevelop pertinent questions about a topic, an issue, or a situation- collect original date- use a range of research tools and resources- compile and document task-specific info. from a wide variety of print and electronic sources- present and interpret data in graphic form- evaluate and interpret data for accuracy, reliability, bias and point of view- understand the nature of and appropriate uses for primary and secondary sourcesdemonstrate awareness of the value ofsocial studies education in their dailylives and careersSOCIAL ISSUES Iidentify elements that contribute to theregional, cultural, and ethnic diversity ofCanadian societyidentify major Canadian social policiesand programs and their impact onCanadian societydescribe the role of women in thedevelopment of Canadian societySOCIAL ISSUES IIcompare and contrast forces that haveunited and divided Canadians duringthe 20th century, including Quebecseparatismdevise and defend a personal definitionof what it means to be Canadianrecognize the importance of bothindividual and collective action inresponsible global citizenshipidentify and assess social issues facingCanadiansCULTURAL ISSUESdescribe the history and contributionsof Canada’s French and English culturesin shaping Canadian identity


describe the role of Canada’s FirstNations peoples in shaping Canadianidentitydescribe the role of cultural pluralism inshaping Canadian identityidentify the contributions of the arts inreflecting and shaping Canadianidentityidentify and assess cultural issues facingCanadiansPOLITICAL ISSUES Idescribe Canada’s evolution as anindependent nationidentify the structure and operation ofCanada’s federal, provincial, andmunicipal governmentsexplain Canada’s political system andcontrast it with other political systemsdemonstrate understanding of thehistory and present status of Aboriginalland claims and self-government inCanadaPOLITICAL ISSUES IIexplain how political spheres ofinfluence have changed throughout theworld during the 20th centurydescribe Canada’s role in internationalconflicts, including World War I andWorld War II, and assess the impact onCanadadescribe and assess Canada’sparticipation in world affairsidentify and assess political issues facingCanadiansLEGAL ISSUESidentify the major provisions of theCanadian Constitution, the CanadianCharter of Rights and Freedoms , andhuman rights legislationdescribe the fundamental principles ofthe Canadian federal and provinciallegal systems, including the rule of lawdemonstrate awareness of how toaccess the various levels of governmentin Canada


demonstrate awareness of theprovisions of the Indian Act and itsimpact on the citizenship of AboriginalCanadiansidentify and assess critical legal issuesfacing CanadiansECONOMIC ISSUESdescribe the stages of economic activity,including the acquisition of resources,production and distribution, theexchange of goods and services, andconsumptiondescribe economic cycles in Canada andthe world, including the GreatDepressiondemonstrate awareness of disparities inthe distribution of wealth in Canada andthe worldassess implications of industrial andtechnological development for societiesand culturesidentify and assess economic issuesfacing CanadiansENVIRONMENTAL ISSUESexplain the environmental impact ofeconomic activity, population growth,urbanization, and standard of livingapply the following themes ofgeography to relevant issues:- location (a position on the earth’s surface)- place (the physical and human characteristics that make a location unique)- movement (the varied patterns in the movement of life forms, ideas, and materials- regions (basic units of study that define an area with certain human and physical characteristics)- human and physical interaction (the way humans depend on, adapt to, and modify the environment)identify the geographical forces shapingCanada’s position among nationsidentify and assess environmental issuesfacing Canadians


An Introduction to History

The following series of activities is designed to help students understand the concept ofhistory and why it is studied. The activities cover key vocabulary and skills while theyfunction as an introductory unit that allows the students to learn about each other andthemselves in a way that relates to the content.

What is History?1. Have students brainstorm “History” individually, share with a partner and then

have everyone contribute to a brainstorming session on the board. This uses thecooperative learning strategy think/pair/share.

2. Have students categorize the information from the brainstorming session todevelop the concept of different fields of history. This uses the beginning stage of amind mapping strategy.

3. Have students investigate the history of their name (Parents will likely be helpful forthis assignment.) Each student should then explain this to others in the class, eitherin small group formation or as a short, informal presentation to the whole class.

4. Have students choose a quotation or find one themselves that discusses theimportance of history. They need to agree or disagree with the quotation in anexpository paragraph using relevant examples from history or their personalexperiences. Quotations for student perusal follow:

• History is bunk. Henry Ford .• Those who cannot remember the past are condemned to repeat it. George

Santayana• Anybody can make history; only a great man can write it. Oscar Wilde.• History is an account mostly false, of events unimportant, which are brought

about by rulers mostly knaves, and soldiers mostly fools. Ambrose Bierce.• History is a set of lies agreed upon. Napoleon Bonaparte.• We learn from history that we do not learn from history. Georg Hegel.• On the whole, history tends to be rather poor fiction - except at its best. Gore

Vidal.• History is nothing but a pack of tricks that we play upon the dead. Voltaire.• Life can only be understood backwards; but it must be lived forwards.

Kierkegaard.• If the past has been an obstacle and a burden, knowledge of the past is the

safest and surest emancipation. Lord Acton.

Sources and HistoryHave students come to an understanding of primary and secondary resources. Use thefollowing concept attainment lesson for this purpose.

Objective: to have students understand the characteristics of primary evidence.

Focus Statement: All evidence can be classified in one of two categories - primary andsecondary. What do all the positive examples of evidence have in common?


Positive Examples Negative Examples• The store clerk stated, “I saw him

enter the store with a grocery bagin his hand.”

• Anne Frank’s original diary.• Photographs taken of the Nazis

burning books• Film footage of German planes

bombing Spanish cities in theSpanish Civil War

• Live television coverage of the warin Sarajevo

• Stock market page of a 1929 NewYork newspaper

• Original government acts andtreaties

• Archaeological dig sites• Interviews• Hansard records

• Joan told Harry about a robberyshe heard about on the radio.

• A book describing the Germanoccupation of Holland in WWII

• Modern paintings of historicalevents

• Picasso’s Guernica• Television documentary recounting

the burning of the Kuwait oil fields• 1998 analysis of what caused the

1929 stock market crash• Museum dioramas• Internet

Challenges of History1. Have students try to recall detailed information about something they are very

familiar with, such as the numbers and letters on a telephone. Use the missinginformation to discuss how memory and confusion can work.

2. Have students sit in a circle and, one at a time, communicate a detailed message toone another by whispering it in a neighbour’s ear. Have the last student share theinformation with the class. Discuss how the information shifted and how thediscrepancies in the final version demonstrate the challenges of history.

3. Have students attempt to discover the reliability of various sources such as arespected newspaper versus a tabloid, a teacher and a movie star, a child or an adult.How do the sources of information affect our understanding of history?

4. Have students categorize sample sentences from the newspaper or other sources aseither fact or opinion. For homework, get them to create their own samples.

5. Introduce the concept of bias and ask students to list positive and negative examplesof words that could replace “neutral” words. As a written assignment, have studentswrite two versions of a paragraph - one with a negative bias and one with a positivebias.

ArtifactsArtifacts provide other sources we can use for information about the past. Model apresentation that describes an artifact, explains what it might have been mistaken forand explains its importance to its society. Then have students examine an artifact (thiscould be something from the past OR something modern that might be found in thefuture) using the modelled presentation to guide their thinking.

Oral History1. Remind students of the oral history lesson most received from their parents during

their name assignment.2. Have students pick out historical information from stories or songs.


3. Point out that gossip is a form of oral history. (This might be a good opportunity toreview bias and reliability of sources as well.)

4. Ask students to ask a family member to tell the story of something that happenedwhen the student was very young. This is also an example of oral history.

Family History1. Have students research an aspect of their family history. They may choose to write

about how history influenced the life of one person in their family or how theperson influenced history. They may also want to tell the story of how their familycame to Canada.

2. Have students create a family tree.

Textbook LinksCrossroads (Prentice Hall): p. 10 - written and visual sources; p. 60 - descriptions ofpeasant life (primary); p. 65 - Louis XVI (primary); p. 78 - Declaration of Rights andCharter of Rights and Freedoms (primary)

Teacher Notes/Additional Resources

Assessment Ideas• for written work, refer to the appropriate rubrics in the Assessment section• for group discussion, refer to the appropriate rubrics in the Assessment section

Modifications/AdaptationsGifted/Enrichment• students could research a subject using primary and secondary sources• students could create original samples of primary and secondary sources

Learning Assistance• students could present the information orally rather than in written form (either live

or pre-recorded on video tape)• be aware that some students may not wish to discuss personal history due to

sensitive issues and allow them to interview a friend or a teacher• the written assignment could be done in point form

ESL• some students from war-torn countries might find the family history research

upsetting (caution)• students could use point form, mind maps or visuals rather than written reports to

demonstrate their learning• include quotations about history from other cultures (Confucious, Ghandi, etc.)


IRP LinksApplications of Social Studies• assess the reliability, currency and objectivity of different interpretations of primary

and secondary sources

Society and Culture: Europe and North America 1500-1815• assess how identity is shaped by a variety of factors, including family, gender, belief

systems, ethnicity, nationality

Other outcomes might well be reached but will vary depending on the turn taken bythe various assignments but might well connect to changing nature of law and reasonsfor settlement/immigration to Canada


Concept Attainment: The Enlightenment

Concept Attainment is an inductive process that helps bring meaning to concepts orhelps construct concepts throughout the searching for common characteristics (calledattributes). In Concept Attainment, the student compares like examples and contraststhem with unlike examples.

From Classroom Management: A Thinking and Caring Approach by Barrie Bennett andPeter Smilanich (1994).

PurposeThis strategy helps students to attain or to extend their understanding of concepts. It isan inductive process - that means students make a generalization about groups of ideasthat have something in common. It invites students to think at the analysis level ofBloom’s Taxonomy. Students involved in this process will retain information longerthan if they listen to a lecture or read about the idea in a book or article. The conceptattainment process is applicable at all grade levels and in all subject areas.

Although the process appears easy, it is a most sophisticated approach to teaching andlearning. The design of the data set, which contains “yes” and “no” examples, is the realart.

Concept Attainment has three phases:Phase I: The teacher presents the focus statement and the yes/no data set while thestudents compare and contrast the data set. The purpose of the focus statement is toguide the students’ thinking.

Phase II: Students share their hypotheses about the critical attributes (the design orstructure of the concept) and their thinking about how they arrived at thosehypotheses.

Phase III: Students apply their understanding of the concept - this includes discussingthe value of the concept.

Focus Statement: People are capable of improving themselves and their lives.

Data SetYes examples• Make the best of your life on earth.• People are basically good.• People are rational, critical thinkers.• Science can be used to discover the natural laws of human behaviour.

No examples• You will get the rewards you deserve in heaven.• People are basically bad.• You need to be careful of witches because they may make you sick.• People need to be told what to do.


Test examples:• Scientists investigate the world including the human body.• Shakespeare writes about love, jealousy, hatred, and relationships.• Art is realistic and about everyday life.• Art is devoted to religion and people do not look “real.”• Writers use everyday language (vernacular).• Life is bad because that is what you deserve.• Sometimes you must fight for what is right.• Humans should take advantage of all of nature.• Humans are free to make their own decisions.• People can make their lives better.• People are incapable of clear thought.• More people learn to read and write.• Brains are more important than strength.• The printing press spreads ideas to many people.• Society will always be horrible.• Everyone must believe in the same religion.• People and the societies they live in can be improved.• Censorship prevents people from learning new things and making their own

decisions.• Ignorance, prejudice and superstition need to end.

Textbook Links• Crossroads (Prentice Hall) pp. 68-71


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of the subject• critical thinking or problem solving• discussion or group work

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students

Learning Assistance• recognized evaluation for sorting, but not generalizing• have the whole class do either thumbs up or thumbs down to indicate their opinion

of each example; this allows a physical response and avoids overt agreement ordisagreement with the idea (positive is thumbs up; negative is thumbs down)


ESL• use as a review rather than an introduction• pre-teach activity• build a bank of words around concept, attainment, enlightenment, generalization• option: students write a personal definition of enlightenment, discuss it with a

partner, agree on a definition and present to the class

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• assess the reliability, currency, and objectivity of different interpretations of primary

and secondary sources• defend a position on a controversial issue after considering a variety of perspectives• plan, revise, and deliver formal oral and written presentations


Anticipation Guide: England’s Government System

An anticipation guide is a pre-reading strategy designed to activate students’background or prior knowledge surrounding issues or concepts. The guide is a series ofstatements about a particular text or issue that the students are going to explore.Students indicate whether they agree or disagree with the statements before readingand return to these statements and do the same after reading.

Question Yes No Why?1. Do Kings have to follow traditions?2. Do Kings have the right to make new

laws?3. Do Kings have to listen to the people they

rule?4. Should Kings pay more attention to the

rich / important people they rule?5. Do people have the right to rebel against a

government they do not like?6. Do people have the right to rebel against a

government that is abusing its powers andnot ruling as it should?

7. Should a King have absolute power?8. Is the King the highest authority in his/her

country?9. Is it possible to put a King on trial?10. Is it possible to convict a King of treason?



Assessment Ideas• check for evidence of background knowledge

Modifications/AdaptationsGifted/Enrichment• extend with questions such as: Is the British monarchy an anachronism? Should the

British monarchy be abolished? Why may it have been necessary before?


Learning Assistance• define some vocabulary terms for these students such as treason, traditions, rebel,

absolute power, abusing power, authority

ESL• students come from diverse political backgrounds which will influence choices,

thinking and discussion

IRP LinksApplications of Social Studies• defend a position on a controversial issue after considering a variety of perspectives

Politics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict• evaluate the changing nature of law and its relation to social conditions of the times


Enlightenment in Three Stages

1. Anticipation GuideAn anticipation guide is a pre-reading strategy designed to activate students’background or prior knowledge surrounding issues or concepts. The guide is a series ofstatements about a particular text that the students are going to read. Students indicatewhether they agree or disagree with the statements before reading and return to thesestatements and do the same after reading.

The following statements are opinions. Mark whether you agree or disagree with eachstatement. Be prepared to state why you agree or disagree.Agree/ Disagree1. One small crime leads to a bigger crime.2. Children like to be told what to do.3. People need strong leaders.4. People are basically bad.5. Sometimes you must fight for what is right.6. People taken away from civilization will start to behave like animals.7. Rules are necessary for correct behaviour.8. Man should use nature any way he wants to.

2. ResearchGather information on a variety of Enlightenment philosophers such as Hobbes, Locke,Voltaire, Rousseau, or Montesquieu. Then, find a comfortable spot somewhere in theroom and position yourself so you are all facing each other (i.e. in a circle). Select one ofthe philosophers we have covered in class (i.e. Hobbes, Locke, Montesquieu, Voltaireand Rousseau). Quickly review your notes on this person. Now, pretend that you are adevoted follower of that person. Choose two of the following topics and try toreconstruct the world according to their views. For instance, what would a school looklike if Hobbes was responsible for organizing and planning it?1. school2. places of work3. “welfare” programs4. government5. civil rights6. family life

3. Individual AssignmentChoose one of the following:A. Write a description of your school, family life, society etc. as it would look if one ofthe philosophers were responsible for creating it. Be sure to mention the philosopherby name, his most important idea and explain how this would effect life.

B. Create a poster that shows the contrast between 2 philosophies. Be sure to label yourposter with the names of the philosophers and their most important ideas.




Assessment Ideas* See the Assessment section for rubrics.For Stage Two• understanding of subject*• assuming a role*• critical thinking*• quality of ideas*• organization of material

For Stage Three• understanding of subject*• quality of ideas*• effective spatial organization• visual presentation*

Modifications/AdaptationsGifted/Enrichment• look at present philosophers - do they have roots in Enlightenment philosophy?• interview a philosophy professor regarding the Enlightenment and the role of

philosophers today• ask students what their personal philosophy is and to relate this philosopher to

Enlightenment thinkers where possible

Learning Assistance• rather than gather information, give students clear notes on one philosopher which

would allow them to partake in the group• refer to the Fifty Nifty Teaching Ideas for Social Studies section• have these students create a poster on one philosopher

ESL• include other philosophies such as Confucious and Ghandi to help students connect

with these Euro-centric names• include philosophers from the students’ backgrounds where possible to help

students access background knowledge about these concepts

IRP LinksApplications of Social Studies• select and summarize information from primary and secondary print and non-print

sources, including electronic sources


Politics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French and American revolutions in the

development of democratic concepts• evaluate the changing nature of law and its relation to social conditions of the times


Comic Strip: Clashes Between King and Parliament

1. Using your textbook and other sources of information, make notes on the points ofconflict between the king and parliament. Start with James I and his philosophy ofleadership and go through to Charles II.

2. With the notes you have taken, design a comic strip of the reasons for, the events ofand the results of the English revolution and civil war.



Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• determines message/ideas visually• visual presentation*

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students - allow them to come up with their own

ideas for alterations if they wish.

Learning Assistance• provide these students with short, simple notes on the topics.

ESL• good activity for many immigrant students

IRP LinksApplications of Social Studies• plan, revise and deliver formal oral and written presentations




Jigsaw: Democracy and the English Civil War

Jigsaw - The Basic Recipe1. Select data/information set that is large enough to make the task meaningful.2. Divide the set into meaningful and manageable pieces. (example -5). Number the

data sets (1-5).3. Divide students into groups. The number of students in each group should equal the

number of jigsaw pieces. These are the learning groups. (5).4. The learning groups number themselves off into expert groups. (1-5).5. The learning groups regroup into expert groups. All ones meet around data set one,

all twos meet around data set two etc.6. Expert groups now a) become experts by learning the material and b) prepare to

teach the material to the learning groups.7. The class regroups again back into the learning groups.8. The experts take their turns in teaching their assigned data set to their learning

groups.9. A task is assigned to assess learning either to the group or to each individual. Note

the need for group and individual accountability.10. Based on the results of the jigsaw, the next steps in the instructional sequence are

planned.

Note: All text references are to Prentice Hall’s Crossroads text (1998).

GROUP ONEJames I (p. 29)1. What country was James I from? What was his title there?2. What was the “Divine Right of Kings?”3. What did the Divine Right of Kings mean regarding his willingness to listen to

others?4. What did James compare himself to?5. What things did he accomplish?6. What did he do that was unpopular?7. Which Church did he support? Which did he not support?

Charles I (p. 30)1. What belief did he share with his dad?2. What was the Divine Right of Kings? (p. 29)3. What complaint did people make?4. What role did the Duke of Buckingham play?5. How did Charles deal with Parliament?6. What was “Ship money?”7. What was “tunnage and poundage?”8. What was “billeting?”9. What abuses was Charles responsible for?10. What was the Petition of Right 1628?


GROUP TWOLong Parliament (p. 34)1. Why was Charles I in conflict with Scotland?2. Why did he call and then dismiss the short parliament?3. What did Parliament do to Charles I’s advisors?4. What was “royal prerogative?”5. What was the split in opinion in parliament regarding the King?6. Did Charles act legally?

Civil War (p. 35)1. What is a “civil war?”2. What were Charles supporters called?3. What did Parliament control? Who supported them?4. Who led the “New Model Army?”5. What happened to Charles?

GROUP THREERump Parliament (p. 36)1. What was the Rump Parliament?2. What did the Presbyterians want in terms of religion and government?3. What did Puritans want in terms of religion and government?4. What was Colonel Pride’s role? Why?5. What did the reduced Rump do?

The Trial (p. 37)1. What was the King charged with?2. What was the definition of treason in 1649?3. What arguments did Charles make during his trial?

GROUP FOURThe Triumph of Parliament (p. 42)1. What is a Republic?2. When did England become a Republic?3. Why was there a disagreement over Parliament’s right to make decisions?4. Who led the campaign against those who did not support the Commonwealth?5. What did Cromwell do in Ireland and Scotland?

Lord Protector (p. 44)1. How did Cromwell become Lord Protector?2. What were “Blue Laws?”3. Although Cromwell was unpopular he was able to stay in power - why?

GROUP FIVEThe Restoration (p. 44)1. How did England get a new Parliament?2. What did the new Parliament decide to do?3. How did people react to the return of Charles II? Why?4. What condition was made on Charles II’s return?5. How did Charles II try to regain his lost powers?


6. Who were the “Tories” and the “Whigs?”7. Who were the regicides? What happened to them?8. What was the “Test Act” and why was it created”

The Glorious Revolution (p. 47)1. How did James II anger Parliament?2. How did James II respond to rebellions in support of Charles’ illegitimate son the

Duke of Monmouth?3. How did Parliament respond to James II’s actions?4. What was the “Glorious Revolution?”5. Why was it so significant?6. The Divine Right of Kings was over and Mary and William of Orange agreed to the

, 1689.

EXTENSION ACTIVITYCanada’s Parliament (p. 39)1. What is the importance of the Speaker?2. How does our Parliament re-enact an important historical moment?3. Why does the Block Rod (Senate’s messenger) always find the door to the

Commons closed?4. What does the mace symbolize (represent)?



Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• group work*• discussion or presentation skills• synthesis of material

Modifications/AdaptationsGifted/Enrichment• allow these students to create questions for the jigsaw• you may need to let these students work in their own group for this activity


Learning Assistance• select an appropriate group and topic for these students• allow them the option of not being the presenter

ESL• identify/pre-teach the key vocabulary to help students focus - otherwise, the many

new words are overwhelming (civil war, democracy, rebellion, etc.)

IRP LinksPolitics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French and American revolutions in the

development of democratic concepts


Time Line: Democracy and the English Civil War

Create a time line showing the events and periods of rule listed below from chaptertwo. Describe each event in point form or complete sentences. Although you aresummarizing the information be sure to provide sufficient details so the descriptionsare thorough and complete. At the same time, avoid excessive descriptions as space islimited and you have to accommodate 15 items. Some descriptions will naturally belonger than others and will require considerable details. However, it should be obviouswhich items demand more details than others.

Choose five events or periods of rule and draw a picture or symbol that representssomething about that event or period of rule. The picture or symbol must be placednext to the item. Colour the picture or symbol.

Be sure to include a title.Note: all page references are for Prentice Hall’s Crossroads text.• 1215 Magna Carta p.19• 1603-1625 James I Rules p.29-30• 1625-1628 Charles I Rules without Parliament p.30-32• 1628 Charles I Recalls Parliament p.32• 1628 Petition of Right p.33• 1640-1653 The Long Parliament p. 34-35• 1642-1649 The Civil War p.35-36• 1642-1653 Pride’s Purge & The Rump Parliament p.36• 1649 Trial of Charles I p.37• 1653-1658 Lord Protector: Cromwell p.44• 1660-1685 The Restoration Under Charles II p.44-46• 1673 Test Act p.46• 1685-1688 James II Rules p.46-47• 1688 The Glorious Revolution p.46-47• 1689 Bill of Rights



Assessment Ideas• selection of detail• visual presentation (see Assessment section for a rubric)• organization of material


Modifications/AdaptationsGifted/Enrichment• look at Canada’s development as a democracy and show how the British/Canadian

events and laws parallel each other• show what was happening in other countries at the same time the Magna Carta was

being developed (for example, pick Canada, France or students’ ancestors’homelands)

• create a web page based on the topic

Learning Assistance• provide samples of timelines so students know exactly what to do

ESL• timelines are excellent for ESL learners• reduce the number from 15 to the most crucial 8 to 10 events• for weak students, the teacher could choose and assign 5 events






Cromwell Video

Before showing this film to your class, please ensure your school has the site license forit. It was made in 1970, directed by Ken Hughes and starring Richard Harris.

The story is about Oliver Cromwell and his role in the English Civil War, which lastedfrom 1642 to 1649. Parliament, in which Cromwell was a member, wanted to limit theking’s power. However, Charles I refused to have his power restricted and believed hehad the right to maintain his absolute rule. This conflict eventually resulted in civil warbetween the supporters of Parliament, led by Cromwell, and those who supported theking, Charles I.

Part One: Note TakingWhile watching the movie, take detailed notes on the scenes identified below. Thesenotes will help you answer the questions for the composition at the end of the movie.• Cromwell’s views on government and individual rights (entire movie):• Charles’ I views on government and individual rights (entire movie):• Cromwell’s reaction to the crucifix and other gold items on the church altar:• Charles’ reaction to his son attending a Catholic service:• Charles tells the Earl of Stratford he will ask Parliament for money:• Charles meets with representatives of the parties of Parliament to discuss their

grievances and demands:• Charles attends Parliament to arrest Cromwell and other members for treason:• The first battle of the civil war (strategy, tactics, weapons, etc.):• The battle at Naseby, June 1645 (strategy, tactics, weapons, etc.):• Cromwell brings in the army to occupy Parliament. He uses the army to negotiate

with Charles:• Charles on trial for treason (and his execution):• Parliament wants Cromwell to be king:• Cromwell returns to Parliament after a six year absence and dissolves it:

Part Two: CompositionCombine your answers to the above questions into a multi-paragraph response. Theintroduction should provide a brief description of the movie. The body will be a seriesof paragraphs that answer the questions. The conclusion must give some thoughts andimpressions of the movie. Organize the composition as indicated:

Introduction

• Provide a brief description of the movie. Use the description on page one as a guidebut do not copy it.

BodyParagraph 2• Explain Cromwell’s views on government and individual rights.• Explain Charles I views on government and individual rights.


Paragraph 3• Why did Cromwell react angrily to the presence of a gold crucifix in the church

altar?• Why did Charles not want his son to attend a Catholic service?• The Earl of Stratford suggested that Charles use the army against the people before

the people take up arms against him. How did Charles react?

Paragraph 4• From their meeting with the king, what did Parliament want from Charles?• What event directly provoked civil war between Parliament and Charles?

Paragraph 5• What observations did you make about the first battle of the civil war?• Why do you think Parliament’s troops (Roundheads) lost the battle to the king’s

forces (Cavaliers)?• What observations did you make about the battle at Naseby? Why do you think

Parliament’s troops were able to win the battle against the king’s forces?

Paragraph 6• “The sword will not rule this land. We fought a war to institute a parliamentary

system to overthrow the tyranny that you now propose.” However, Cromwellbrings in the army to occupy Parliament and negotiate with the king. Why did hechange his mind about using the ”sword” - the army?

• Why was Charles on trial for treason?• Why did Cromwell dissolve Parliament?

Paragraph 7• Describe Charles’ personality as revealed in the movie. How is he portrayed? How

does that compare or contrast with what you already know about him? What doyou agree and disagree with about his views and actions? Explain. DescribeCromwell’s personality. How is he portrayed? Do you agree or disagree with hisviews and actions? Explain.

• How accurate do you think the movie is in portraying Charles and Cromwell andrepresenting the events surrounding the English Civil War? Explain. Whatinaccuracies, bias, exaggerations, over dramatics, omissions or points of view didyou observe or notice in the movie?

Paragraph 8• Which political philosopher, Hobbes or Locke, have similar views on government as

Charles? Explain the views they had in common. Which political philosopher,Hobbes or Locke, have similar views on government as Cromwell. Explain theviews they had in common.

Conclusion• Provide some final thoughts or general impressions of the movie.




Assessment Ideas• note-taking skills• visual presentation (see Assessment section for a rubric)• organization of material

Modifications/AdaptationsGifted/Enrichment• choose another political/historical figure who has had a film made of him/her and

compare it to Cromwell; critique both films• review a few movies on the same historical events and consider what

patterns/perspectives evolve (compare a British to an American movie on the sameevent such as the American Revolution or two different perspectives on WWI orWWII, for example)

Learning Assistance• provide notes and/or review before viewing the film• provide an alternative writing assignment

ESL• note-taking while watching a video is very difficult for ESL students• give the questions beforehand to help students focus• reduce this overwhelming task to 1-2 areas on which to focus, reduce writing to 3

paragraphs and narrow topics to very basic concepts


sources, including electronic sources• defend a position on a controversial issue after considering a variety of perspectives




The Rights Balloon Game

BackgroundHave the students identify which of the following three events or documents gave riseto which of the eight human rights.• National Assembly meeting of August, 1789• Declaration of the Rights of Man• Constitution of 1791

Rights Event/Document1. Right to free speech2. Right to own private property3. Right to equal rights of all people4. Right to change the government5. Right to fair taxation6. Right to a fair trial7. Right to limit the power of the king8. Right to write what you wish

The activityImagine you are a French peasant in 1792. You are in a hot air balloon (a recentinvention). On board the balloon are 8 rights that the National Assembly has providedfor you through the reforms it made between 1789 and 1792. Each right weighs twokilograms. Suddenly, the balloon begins to lose height. To stop your descent, you mustthrow a right overboard. The balloon then levels out for a while before beginning tolose height again. Another right must be thrown out. The “right overboard” processcontinues until you have only one right left.

You are to read the list of rights carefully and think about which rights you areprepared to give up and which you want to keep as long as possible. Remember youare a French peasant. You must consider what a French peasant’s life was like whenmaking your decisions (to review peasant life, read your textbook). Then, make yourdecisions - without discussion - by putting a #1 beside the first right to be thrownoverboard, a #2 beside the second right to be thrown overboard, and so on. The rightthat remains is numbered 8. Later in class you will compare your list with otherstudents in a group of two and then a group of four.

The Rights1. Right to free speech (to freely express opinions and ideas.)2. Right to own private property (to own land for farms, businesses, and houses.)3. Right to change the government (to remove a government leader when a majority

of the people do not approve of the leader.)4. Right to equal rights of all people (to end the privileges and obligations that the old

French laws gave to each estate.)5. Right to fair taxation (to have each person pay taxes according to their ability to

pay.)6. Right to fair trial (to be fairly treated if accused of a crime.)


7. Right to limit the power of the king (to not let the king pass laws, collect taxes, ordeclare war without the approval of the legislature.)

8. Right to write what you wish (to write your opinions in newspaper articles as youplease.)

ConclusionHave students create a paragraph on each of the following topics.1. Write a brief paragraph telling which of the rights on the above list you think would

have been most important to a French peasant during the French Revolution. Noanswers are wrong, but you must support your choice of a right with evidence toexplain why the peasant would think it was most important!

2. Write a brief paragraph telling which of the rights on the list you think would havebeen least important to a French peasant during the French Revolution. You mustsupport your choice of a right with evidence, as above!

Textbook Links• Crossroads (Prentice Hall) pp. 74-78; 313-314


Assessment Ideas* See Assessment section for rubrics:• understanding of subject*• ability to build an argument• ability to prioritize• use of language (persuasion, exposition)*• assuming a role*

Modifications/AdaptationsGifted/Enrichment• extend this to include discussion on what students believe to be the most important

right(s) they have as Canadian citizens and/or the rights they believe children andtheir parents in other countries should have.

Learning Assistance• allow students to make a key visual on three events rather than do the writing

assignment• for the writing assignment option, ask students to write about what is most

important to them rather than from the perspective of a French peasant

ESL• pre-teach key vocabulary for students to use in their writing


IRP LinksApplications of Social Studies• defend a position on a controversial issue after considering a variety of perspectives• plan, revise and deliver formal oral and written presentations




18th Century French Society

Use textbook and researched information to create a pyramid representing thehierarchy of French society in the 18th century. The pyramid must be divided into foursections: King, First, Second and Third Estate. Colour each section a different colour.

Provide the following information:King• source of power• amount of power

First, Second, Third Estate• groups of people (peasants, lawyers, etc.)• amount of people and percentage of population• rights, privileges, obligations

Not all Estates have rights, privileges or obligations



Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• visual presentation*

Modifications/AdaptationsGifted/Enrichment• ask students to discuss the notion of hierarchy and apply it to our society (Do they

think ours is a hierarchical society? They need to explain and defend their position.)

Learning Assistance• define hierarchy and show examples to ensure student understanding

ESL• good activity for ESL students





Poster: Reign of Terror / Committee of Public Safety

Gather information on the Reign of Terror that occurred during the French Revolution.Using this information you are to create an information poster to describe theCommittee of Public Safety. Imagine you are going to display your poster in a museumdedicated to the French Revolution. Include the following on your poster in anyorganized way that makes sense to you!

Information1) for what reasons the Committee was set up• threats from the people of France• threats from other countries in Europe

2) the leader of the Committee• his name• a brief description of what he was like

3) the major activities of the Committeea. uncovering traitors• how did the Committee uncover traitors?• whom did they find? (how many people?)• what happened to the traitors?

b. dealing with the threat of foreign invasions• what changes were made to the army?• what changes were made to the economy?

4) benefits the Committee brought to France• effects on the wars France was fighting• effects on the uprisings by people who did not like the Revolution

5) the Committee’s rule over France• name given to the time of the Committee’s rule• length of time the Committee ruled• how did the Committee’s rule come to an end?• why did the Committee’s rule come to an end?

ArtworkTo make your poster more interesting and attention grabbing you should include someforms of artwork. Adding colour, pictures, drawings, cartoons, decorations, or anyother artistic details will enhance the popularity of your poster with visitors to themuseum. It will also improve your mark.




Assessment Ideas* See the Assessment section for rubrics.• understanding of the subject*• quality of ideas*• effective spatial organization• visual presentation* (colour, line, heading, lettering)• emotional/intellectual impact

Modifications/AdaptationsGifted/Enrichment• have students look at another time period or country where a reign of terror

existed/exists and compare this event with the French Revolution Reign of Terror

Learning Assistance• adapt marking for these students

ESL• very good activity for these students• give explicit evaluation guide for marking before the activity begins




French Revolution Diary Entry

Imagine you are a French peasant. One night in 1791, you are reflecting on the eventsof the 1st period of the revolution, events that started with the changes of the nationalAssembly in 1789 to the writing of the Constitution of 1791. Before you go to bed thatnight you sit down and write down your comments on what has happened in yourdiary.

In your entry be sure to include your thoughts and feelings on how each of thefollowing items:• Assembly meeting of August 4, 1789• the Declaration of the Rights of Man• the changes to the Church’s power• the Constitution of 1791has affected(i) your life, and ...(ii) the government of your country

Additional Background Information

1. The National Assembly ended the “Old Regime” systemThe French Revolution may be divided into three periods. The first period lasted from1789 to 1782. During these years, the National Assembly, or the new law-making bodythat replaced the King, made many important changes in France. These changes werefavoured by mobs of armed French citizens who supported the Revolution.

On August 4, 1789, the National Assembly began by ending all the old feudal rights ofthe nobles and the Church. The peasants no longer had to serve their feudal lords or topay taxes to them. And the nobles and the church leaders were forced to give up manyof their rights and to pay their share of taxes. These changes weakened the power ofthe nobles and the Church.

2. The French People Won New Rights and FreedomsBut weakening the power of the nobles and Church leaders was only the beginning ofthe French Revolution. By the end of August 1789, the National Assembly wrote theDeclaration of the Rights of Man. This document promised all French citizens freedomand the rights of property, as well as the right to change their government. TheDeclaration also promised citizens freedom of speech, freedom of religion, freedom towrite as they wished, and the right to have a fair trial.

3. The National Assembly Ended the Church’s Power

In 1780, the National Assembly also took over all the land that belonged to the RomanCatholic Church. The National Assembly then sold these lands in order to help pay thegovernment’s debts.

A New Constitution was Written for FranceDefinition: legislature = law making body


By the end of 1791, the National Assembly completed the new Constitution of 1791 forFrance. The new constitution set up a national legislature. The legislature, known inFrance as the Legislative Assembly, would not let the King of France pass laws, collecttaxes, or declare war without approval of the Assembly.

The system of government created under the new constitution was known as a limitedmonarchy because the King’s powers were limited by the Legislative Assembly. Thesystem could also be called a constitutional monarchy because the King had to followthe guidelines set out in the constitution.

Textbook Links• Crossroads (Prentice Hall) p. 39; pp. 59-78


Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• use of language*• assuming a role*

Modifications/AdaptationsGifted/Enrichment• change the peasant to someone in a different role - the clergy, for example, or the

monarchy

Learning Assistance• students will need the notes read to them and explained• review what is required by “diary format”

ESL• model/provide examples of diary formats or provide examples of work done by

former students• evaluation guide must be written and very specific; provide a rubric in advance




Politics and Law: Europe and North America 1500-1815• evaluate the changing nature of law and its relation to social conditions of the times


French Revolution Concept Circle

This is a discussion strategy used to help students connect different concepts asexplained in their reading material. A concept circle involves putting words or phrasesin different sections of a circle (as demonstrated below), then asking students todescribe or explain the relationship that exists among the sections.

economy reforms

social rights andhierarchy freedoms

Variations1. Place a word or phrase in one section of the circle that does not fit with the others.

Direct students to find the one that doesn’t work and explain both the connectionsbetween the ones that do fit together and why the odd one should be out.

2. Modify the concept circle so one or two segments are empty. Ask students to fill inthe blanks with a word or phrase that relate in some way to the terms in the othersections of the concept circle.

3. Get students to develop their own concept circles.

Concept Circle ideas are taken from Reading 44: A Core Reading Framework by NorthVancouver School District (2000).




Assessment Ideas* See the Assessment section for rubrics• group work*• synthesis of ideas• quality of ideas*• understanding of subject*• understanding of concept circle strategy

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students, especially the third variation

Learning Assistance• because this is quite abstract, it isn’t suitable for learning centre students

ESL• good opportunity for ESL learners to be able to participate in discussions and learn

the concepts

IRP LinksPolitics and Law: Europe and North America 1500-1815• define colonialism, imperialism and nationalism• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French, and American revolutions in the



The French Revolution Jeopardy

Have students make up questions in categories and write them on file cards. The basicJeopardy! board can be made on poster board or on an overhead acetate. If theoverhead acetate route is chosen, this can be slipped under the overhead projector rollso it doesn’t get written on itself, but the plastic over top of it does. This allows theacetate to be saved for repeat use. As each contestant chooses an amount and category,cross it out and read the appropriate question from the cards. Provide a prize for thewinning team.

Jeopardy! BoardCategory Category Category Category Category Category

$100 $100 $100 $100 $100 $100$200 $200 $200 $200 $200 $200$300 $300 $300 $300 $300 $300$400 $400 $400 $400 $400 $400$500 $500 $500 $500 $500 $500$600 $600 $600 $600 $600 $600

Jeopardy! Rules1. The game is played by three teams in three rounds. In all rounds, money is earned

by providing the questions to the answers. The wording is altered so that the"questions" are in answer format, and the contestants' "answers" must be in the formof a question. For simplicity, the terms "clues" and "responses" are usually usedinstead of "questions" and "answers".

2. In the first round, there are six categories of five clues each, worth $100 to $600. Oneach turn, the player in control first chooses a clue by announcing a category anddollar amount. (“I’ll take Background for $300.00” or “Mixed Bag for $500.00,please.”) A correct response earns the value of the clue; an incorrect responsesubtracts the value of the clue from the player's total and gives the remainingcontestants a chance to ring in. On a correct response, that player gains control andgets to select the next clue.

3. Also in the first round, there is one Daily Double hidden on the board behind oneof the 30 clues. When a player hits the Daily Double, he/she is the only one with achance to respond.

4. The second round (called Double Jeopardy!) plays much the same. Six newcategories of five clues each are presented, this time worth $200 to $1000, and twoDaily Doubles are hidden on the board. Play continues until all clues are revealed, ortime runs out.

5. The third round is called Final Jeopardy!. If a player has $0 or a negative score at theend of Double Jeopardy!, that person is eliminated from the game and only theremaining players get to play Final Jeopardy! A single category is presented, andeach player makes a wager in secret. Then the clue is revealed, and each player has30 seconds to write down a response. Correct responses earn money, incorrectresponses lose money. At the end of the game, the person with the most moneywins the game.


NOTE: Rules 4 and 5 could be used as extensions only. Another alternative for theJeopardy game is to have groups of four play rather than doing it as a whole class. Inthis instance, a fifth person is assigned to each group to ask the questions and keepscore.

Background100 What type of government system did France have before the Revolution?

Absolute Monarch or Divine Right200 Which minister was fired for trying to improve France’s economy? Turgot300 What are the three groups that made up the three Estates?

• First - high and low clergy• Second - Nobility• Third - Bourgeoisie or middle class

400 What “revolutionary ideas” had begun to influence educated people?Enlightenment

500 How did conditions for the peasants and workers in France compare to thepeasants and workers in England? It was worse in France

600 What were the initial plans for change limited to? Moderate changes to theexisting system i.e. limited monarchy

People100 Who was the King of France? Louis XVI200 Who was the Queen of France and where was she from? Marie Antoinette

& Austria300 Who was the National Guard? An army of citizens formed to protect the

Revolution400 Who were the émigrés? French aristocrats who fled France fearful of the

Revolution500 Who were the sans-culottes? French workers/peasants who refused to wear

stockings like the nobility600 Who was the leader of the Reign of Terror? Robespierre

Events100 Why did Louis XVI call the Estates General? To raise money to fight the

French debt200 What was the Tennis Court Oath? To meet until changes were made300 Why was the Bastille attacked? As a symbol and to obtain gunpowder400 What was the Great Fear? Peasants attacking estates in the countryside

because they believed the nobles were trying to stop the Revolution500 What event “proved” that Louis XVI was disloyal? The flight to Varennes600 What were the three major problems in France before the Revolution?

Heavy taxes, poor harvests and insufficient food


Groups100 Which Estate broke away from the Estates General and why? Third estate

because they wanted to change the way voting took place200 Who were the Girondists and what happened to them? Moderate group who

lost the power struggle with the Jacobins and were executed300 Who were the Jacobins and what happened under their leadership? Radical

group who were prepared to use violence to win and under their influence theReign of Terror was initiated to kill opponents of the Revolution

400 What did other European monarchs feel about the events in France? Theywere concerned that the Revolution would spread to their countries

500 Who were the Thermidoreans and what did they want? They wanted peace600 What group was responsible for putting Louis XVI on trial? National

Convention

Mixed Bag100 Women controlled social functions that helped spread the Enlightenment

ideas in France. What were they called? Salons200 This revolution inspired French soldiers when they returned home?

American300 What was the main purpose of the Declaration of the Rights of Man and

Citizen? To establish basic human rights as suggested by the Enlightenment400 What was the famous quote attributed to Marie Antoinette? Let them eat

cake500 What were the tri-colours of the French Revolution? Red, Blue, White600 How did the French Revolutionary army respond to its first defeats? With

greater effort because they were fighting for their country and their ideals



Assessment IdeasSee the Assessment section for rubrics on the following.• quality of ideas• assuming a role• group work (if played as a team)


Modifications/Adaptations

Gifted/Enrichment• computer experts could create a computer version of this• questions can be as complicated as teachers/students think is appropriate; escalating

difficulty of material is a natural process for this game

Learning Assistance• have these students participate in teams and not as individuals

ESL• very suitable for these students• could assign this for homework for ESL students (pre-view a show of Jeopardy since

not all cultures are familiar with the concept)• pre-teach Jeopardy and daily double terms• don’t play all three rounds; stop at round one• play in teams• Excellent for review/study before examinations




Revolution Storyboard

A storyboard is a series of pictures with written information that explains or describesan event(s) or era.

Complete a storyboard that explains the causes, significant events, consequences andsignificance, and contributions to the development of democracy of the American orFrench Revolution.

Write in complete sentences and present the information in your own words. Use yourtextbook, in-class information and the library for resources.

Content and OrganizationOrganize the storyboard into four sections. Each section, except section four, must havea minimum of two pictures (map, person, building, etc.) that represents the topic of thesection. The pictures may be hand drawn, created by computer or obtained from theInternet. Photocopies of pictures from the textbook are not acceptable. The picturemust be coloured.

Section I• causes of the revolution

Section II• significant events during the revolution (battles, documents, etc.)

Section III• immediate and long term consequences and significance of the revolution

Section IV• contribution to the development of democracy



Assessment IdeasConsider the following or use the various rubrics in the Assessment section.• the storyboard is outstanding as it provides an excellent explanation of the causes,

significant events, consequences and significance, and contribution to thedevelopment of democracy of the revolution


• the storyboard provides an effective and thorough explanation of the causes,significant events, consequences and significance, and contribution to thedevelopment of democracy as all the main ideas and significant details are included(ideas and details not included are highlighted on the reverse side)

• the revolution’s contribution to the development of democracy is thoroughly andthoughtfully answered and the explanation is sufficiently supported

• the explanation of the causes, significant events, consequences and significance, andcontribution to the development of democracy is accurate and free of factual errors(factual errors are circled on the reverse side)

• explanations are effectively written in complete sentences and the students’ ownwords

• the explanations are free of writing errors and there is no difficulty withcomprehension: fragment, run-on sentence, awkward sentence, wording, misusedword, spelling, punctuation, capitalization

• the storyboard includes two pictures per section and the pictures effectivelyrepresent a significant aspect of the topic or section: I. Causes II. Significant EventsIII. Consequences and Significance (see reverse side)

• the pictures are varied, coloured, detailed, representative, appropriate size and notphotocopied: I. Causes II. Significant Events III. Consequences and Significance (seereverse side)

• the storyboard is effectively organized as it is divided into four well defined sections,the sections are arranged in chronological order, the in formation within eachsection is arranged in chronological order, each section contains a headingidentifying the topic, the pictures are effectively arranged, and the writteninformation and pictures are well spaced and therefore easy to follow

• the storyboard is presentable and has been completed with care (see the Assessmentsection for a rubric on visual presentation of material)

Modifications/AdaptationsGifted/Enrichment• create a storyboard for Russian Revolution or some other revolution and compare it

to the American/French Revolutions

Learning Assistance• students will need art book resources• provide definitions for democracy, consequence, significance

ESL• very suitable for these students


sources, including electronic sources• assess the reliability, currency and objectivity of different interpretations of primary

and secondary sources• plan, revise and deliver formal oral and written presentations





Creatively Presenting the French Revolution

In a group, present one aspect of the French Revolution. The group will be assigned atopic and must provide information about that aspect of the French Revolution in anyformat.

TopicsOne of the following topics will be assigned to the group:• Crisis• Estates General to National Assembly and the Tennis Court Oath• Fall of the Bastille and the Great Fear• Reforms of the National Assembly and the March on Versailles• Declaration of the Rights of Man and the Citizen and the Constitution of 1791 and

the Legislative Assembly• Revolutionary Wars and the End of the Monarchy• Reign of Terror and the Fall of Robespierre and Establishment of the Directory

The presentation must provide a thorough and complete description or explanation ofthe topic. It is important that the information is effectively communicated and that thedetails do not get “lost” in the presentation format.

Presentation FormatThe following suggested formats for the presentation may be used individually or as acombination. Other formats not identified can be utilized but must receive teacherapproval.• TV show: sitcom or drama• TV talk show: Oprah, Jenny Jones, Jerry Springer, Rosie O’Donnel• TV talk show: Jay Leno, David Letterman, Charlie Rose• News broadcast• News Magazine: 60 Minutes, W5, 20/20, Dateline• Game Show: Jeopardy, Greed, Who wants to be a Millionaire?• Interview• Re-enactment or dramatization• Song or music video

RequirementsThe presentation must be completed on videotape and it must be a minimum of 10minutes in length. A typewritten script or summary of the presentation must beprovided along with the videotape. Every member of the group must activelyparticipate in the presentation and their level of participation must be relatively equalwith other members in the group. Props and costumes must be used where deemedappropriate (partial costumes are acceptable).

ResourcesThe following resources provide sufficient information but other resources may beused to obtain additional details. Information must be obtained from both resources.


Crisis• Crossroads (Prentice Hall) p. 72-73 Patterns of Civilization (Prentice Hall) p. 23-25

Estates General to National Assembly and the Tennis Court Oath• Crossroads p. 73-75, Patterns of Civilization p. 26-27

Fall of the Bastille and the Great Fear• Crossroads p. 75-76, Patterns of Civilization p. 27

Reforms of the National Assembly and the March on Versailles• Crossroads p. 76, Patterns of Civilization p. 27-28

Declaration of the Right s of Man and the Citizen and the Constitution of 1791 andthe Legislative Assembly• Crossroads p. 76-77, Patterns of Civilization p. 28-30

Revolutionary Wars and the End of the Monarchy• Crossroads p. 82-83, Patterns of Civilization p. 29-31

Reign of Terror and the Fall of Robespierre and Establishment of the Directory• Crossroads (Prentice Hall) p. 72-85,• Patterns of Civilization (Prentice Hall) p. 31-35

Textbook Links• See above


Assessment Ideas* See the Assessment section for rubrics.• understanding of the subject*• quality of ideas*• groupwork*• evidence of filming techniques• appropriate scripting

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students


Learning Assistance• carefully choose groups• consider that some students may participate but not present• consider adapting participation criteria for these students

ESL• students who are beginners or shy speakers could have limited oral/drama ability;

provide them more opportunity in the writing or technical aspects of thisassignment

IRP LinksApplications of Social Studies• plan, revise, and deliver formal oral and written presentations• co-operatively plan, implement and assess a course of action that addresses the

problem, issue or inquiry initially identified

Politics and Law: Europe and North America from 1500-1815• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French and American revolutions in the



The Industrial Revolution Picture Gallery

Work with your teacher librarian to collect 6-10 illustrations, paintings or other visualrepresentation of life in the Industrial Revolution. Post these visuals around the room.Have students circulate and each pair will present the first picture they analyze. Use thefollowing questions to guide student viewing of the pictures.1. What images are depicted in this picture? (list appropriate adjectives)2. How is this picture typical of the Industrial Revolution? How is it different from

today?3. What “invention” is being used? How can you tell?4. How are these people dressed? How do they appear to feel?5. What type of production system does this represent?6. How is this typical of the Industrial Revolution?7. What do the people look like?8. Is this a positive or negative portrayal of the Industrial Revolution? Why?9. How is this picture a study of contrasts?10. How does this picture illustrate changes in agriculture?

Once viewing is complete, ask students to write a short paragraph that summarizedwhat they discovered from the visual aids. Another alternative is to have a classdiscussion.

Textbook Links• Crossroads (Prentice Hall) pp. 129-153• useful illustrations are on pp. 121, 128, 131, 132, 142, 144, 145, 146, 147, 151, 152, 153


Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• connection of visuals to learned material• discussion or group work*

Modifications/AdaptationsGifted/Enrichment• some Third World countries are currently going through their Industrial Revolution

- collect visuals and have students show similarities and differences• debate: Was the Industrial Revolution a progressive step - positive - for human

beings?


Learning Assistance• this should work well for these students.

ESL• to provide focus for the activity, identify the key vocabulary specifically for

students; then, have students use those words in writing• provide a graphic organizer

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry• select and summarize information from primary and secondary print and non-print

sources, including electronic sources• assess the reliability, currency, and objectivity of different interpretations of primary


Economy and Technology: Europe and North America 1500-1815• identify factors that influenced the growth and development of industry• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


Cottage Industry and Factory System Role Play

Have your students participate in a simulation game that allows them to experiencesomething of the difference in working conditions between the cottage industryapproach to production versus the factory system. Ask them to make a series of kites.

For the cottage industry, allow them to work in groups of their choice (no more thanfour people though), and ask that each person make a kite from start to finish, being ascreative and personal as they like about how they assemble it. Play pleasant music forthem, allow them to take rest breaks when they like and visit them occasionally to pickup their work output, which they may design and decorate as they wish. Thank thempolitely for their work when you pick it up. Supplies include: coloured paper, string,tissue paper, felt pens of different colours, tape, and scissors.

For the factory system, make them work in the dark, alone and silent at their desks.Each group of four must follow an assembly line approach to the kite production andnot deviate from it. (One person traces the design, another person cuts it out, anotherperson attaches the tail string and the fourth person applies the tail attachments). Forcethem to comply with a particular kite design you have created and insist that each kitebe identical to the original template. Speak sternly or threaten to dock their pay fortalking, for working too slowly or for not creating identical kites. Do not allow breaks.Complain about the slow rate of production when you gather their work. Suppliesinclude: one colour of paper, string, tissue paper, one colour felt pen, tape, scissors. Thefactory system kite might look like this:

When the simulation is over, ask them to fill in the following chart to summarize theirlearning:


COTTAGE FACTORYworker point of view worker p.o.v.

benefitsdrawbacks

management p.o.v. management p.o.v.benefitsdrawbacks



Assessment Ideas* See the Assessment section for rubrics• assuming a role*• understanding of subject*• discussion participation/skill

Modifications/AdaptationsGifted/Enrichment• look at factory/sweatshop conditions in modern industry or society - possibly

within the community - and draw comparisons

Learning Assistance• great activity for these students

ESL• this is a good activity for these students

IRP LinksEconomy and Technology: Europe and North America 1500-1815• identify factors that influenced growth and development of industry• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


Oliver Twist

Although Charles Dickens’ tale, Oliver Twist, is set after 1815, it does an admirable job ofdepicting Industrial Revolution living conditions and social issues and is therefore wellworth seeing. Before showing this video to your class, ensure your school has theappropriate viewing site license. Possible movies to show are the 1982 version directedby Cliver Donner and starring George C. Scott or the 1997 version directed by Tony Billand starring Richard Dreyfuss.

Pre Viewing VocabularyHave the students become familiar with the following terminology before seeing thefilm.• beadle: A minor officer in the Church of England. Originally, his duties were to

wake up whomever was sleeping in church, but over time, these duties changed.• parish: A district or area set up by the religious authority; the parish included a

church, a minister and a regular congregation. It also (usually) had a poorhouse forthe parish poor as this was before the days of welfare.

• parochial: Having to do with the parish. For example, parochial business is church orparish business. This would have included any parish-run poorhouses ororphanages.

• vagrant: A homeless, wandering person.• stipend: A small amount of money that was given in recognition for services

rendered.• undertaker: The coffin-builder for the parish; the undertaker also often prepared

dead bodies for burial.• foundling: Oliver Twist is a foundling. These are homeless and parentless children

who are brought up on parish charity.• snuffbox: The small, pocket-sized, ornate box owned by gentlemen to hold their

snuff, which was a finely ground tobacco inhaled through the nose.• fence: In the movie, Fagan is a fence for stolen goods. He buys them and re-sells

them for the thief, taking a commission for himself as well. It is illegal to be a fence.

During Viewing Questions1. Mr. Bumble, the parish beadle, and his wife Mrs. Bumble, are not pleasant

characters. What do they do in the first twenty minutes of the movie that makesyou dislike them or regard them with suspicion?

2. List five points you observed about the poorhouse system as experienced by Oliver.3. What are your initial impressions of the Artful Dodger, Fagin, Bill Sykes and Nancy?

Why do you feel as you do?4. Did these impressions change over time as you watched the movie? Describe your

later feelings about these characters.5. Describe both slum conditions and the court conditions as you see them. What

would it be like to spend time in either of these two places? Explain.6. Part of the reason Fagin is so disliked by people is because he is a Jew. What does

this tell you about Industrial Revolution attitudes to Jews during this time period?


Post Viewing Questions1. What was your reaction to Oliver’s “rescue” (from his poverty)? Given your

knowledge of the Industrial Revolution time period, is such a rescue likely? Why doyou think so?

2. Charles Dickens, the man who wrote the novel Oliver Twist, believed that novelswere meant to expose the evils of society and hopefully change them. In OliverTwist, Dickens attacks the parish poorhouse system, the apprentice system and thelegal system. Explain how he does that. What is your opinion of these systems?How would you change them? Use the following graphic organizer to assist yourthinking.

Systems Parish Poorhouse Apprentice LegalDickens’ attackYour opinionYour change

Extension Activities1. Have students choose a character from the movie (Oliver, the Artful Dodger,

Nancy, Bill Sykes) and write a letter to Dear Abby asking for advice. Then, havestudents exchange letters and, in the persona of Dear Abby, answer them.

2. Read the novel by Charles Dickens.



Assessment Ideas*See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• viewing skills

Modifications/AdaptationsGifted/Enrichment• write an article for a magazine or a newspaper condemning the lack of government

action to bring about reform for child labour

Learning Assistance• use the first four during viewing questions• use only #1 of the post viewing questions


ESL• provide these students with an adapted version of Oliver Twist to read if the video

moves too quickly for them (or as a pre-viewing exercise)

IRP LinksEconomy and Technology: Europe 1500-1815• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


Effect of the Industrial Revolution Pamphlet

You are a person hoping to reform the working and living conditions of people in thecities during the Industrial Revolution. You hope that by revealing the causes and theeffects of the changes in your English city in the form of a pamphlet, you can movepoliticians and the upper classes to improve conditions for the poor. In your pamphletyou should include:

1) the causes of the Industrial Revolution• the agricultural revolution• the change from domestic to factory system• the machines of the factories

2) factory conditions

3) city/living conditions

4) possibilities for improvement

Note: You should not refer to anything that occurred after 1815. Target the earlyIndustrial Revolution. Your pamphlet should be informative, accurate and emotional toappeal to the politicians’ hard hearts.



Assessment IdeasSee Assessment section for rubrics on the following.• assuming a role• visual presentation• understanding of subject• quality of ideas• use of language

Modifications/AdaptationsGifted/Enrichment• research factory conditions in a Third World country sweat shop and write an

editorial convincing people to boycott the product• write a letter to your MP trying to bring about changes in foreign policy relating to

trade


Learning Assistance• samples of pamphlets• provide background for information

ESL• fine for ESL students; provide samples of the pamphlet ahead of time

IRP LinksEconomy and Technology: Europe and North America 1500-1815• identify factors that influenced growth and development of industry• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


The Industrial Revolution Storyboard

A storyboard is a series of pictures with written explanations that provide informationabout an event, a series of events or period of time.

Complete a storyboard that explains the developments of one aspect of the IndustrialRevolution and how it effected people and society.

Choose one of the following aspects of the Industrial Revolution:

Topics: (Unless otherwise indicated, all page references are from Prentice Halls’Crossroads text 1998)

Agriculture• An Agricultural Revolution p. 130-134, Women & The Poor p. 152-153

Textiles, Steam, Iron and Coal Industries• An Economic Revolution p. 134-139, Women & The Poor p. 152-153

Transportation and Communication• Transportation p. 140-141, Advances in Transportation and Communication p. 86,

Advances in Science and Technology & A Revolution in Transportation p. 89-91Patterns of Civilization, Women and the Poor p. 152-153

Mechanization and Factories• Mechanization and the Factory System p. 143-150, Women & The Poor p. 152-153

Organization and Content:• Divide the storyboard into five frames.• Frames 1-4 must include an explanation of the various developments (changes) that

occurred during the Industrial Revolution for the topic selected (Agriculture,Textiles, Steam, Iron and Coal Industries or Mechanization and Factories). Theexplanation should be a thorough summary of the information presented inCrossroads. The explanation must be written in complete sentences and in thestudent’s own words.

• Frames 1-4 must include a picture that effectively supports the explanation of eachframe and represents a significant aspect of the developments. The picture may behand drawn, created on the computer or obtained from the Internet. Photocopies ofpictures from the textbook are not acceptable. The pictures must be of substantialsize and coloured.

• Frame 5 must explain how the developments of that aspect of the IndustrialRevolution effected people and society both in a positive and negative way. Nopicture is required for this frame.

Textbook Links• Crossroads (Prentice Hall) as listed above



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• visual presentation

Modifications/AdaptationsGifted/Enrichment• see the Additional Adaptations/Modifications section for ideas

Learning Assistance• students will need assistance with research

ESL• fine for ESL students• provide a graphic organizer for planning and research

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry

Economy and Technology: Europe and North America 1500-1815• identify factors that influenced growth and development of industry• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


The Trial of Richard Moneybags

As we have learned, the conditions of the workers during the Industrial Revolutionwere not ideal. Factory workers, mine workers, as well as others included in this“working class”, were all exposed to high risks, poor working conditions, and physicalabuse. All this was combined with relatively low wages. As we have also learned, theworkers began to voice their discontent. In the next few periods, we will look at onemethod of voicing discontent: the laying of criminal charges against those in charge ofthe means of production.

During the next few days, you will have an opportunity at making a little history.Though the trial we will be involved with is completely fictitious, the intent is to see thehistory through living it.

Some of you will act as witnesses, some jurors, some lawyers, one will be a judge, onewill be the court clerk, and one of you will take the role of the defendant himself. Youwill be called upon to speak at the trial; the idea is that you do it as realistically aspossible. This will require you to combine the factual information you have with acertain degree of imagination.

The defendant Richard Moneybags III, went on trial in London in March, 1799. (Thoughthe exact date is not significant, the time period should be noted.) Moneybags is on trialfor excess cruelty to his workers. Since this is a new crime and we are breaking newground in terms of the law, there are no precedents set. Thus, if found guilty, thesentence may be as little as a fine or restrictions placed on him and his labor practices,or it may be as severe as a death sentence.

What generally does each of us have to do?Regardless of the role you select, all students must familiarize themselves with thefollowing:1. Review notes concerning the conditions of industrial workers.2. Do some further research to check any gaps they are concerned about.3. Decide the perspective and or bias of their character or role.

What specifically do we have to do?Each particular role has a specific assignment. Here are some specific things that mustbe done by individual roles:

Judge and Court Clerk (2)• your job is to run the trial• become aware of court procedures and the charges laid against Moneybags• you must also be aware of your particular biases.

Crown and Defense Counsel (4 + 4)• your job is to prosecute or defend the defendant• prepare strategies and specific questions• anticipate opposition’s plans and prepare cross examinations


The defendant (1)• you will help to defend yourself• you will basically be working with the Defense Counsel but you may not always

agree with the way in which you have been defended (you may be vocal aboutyour feelings)

• (you will be asked to write a brief character sketch and a summary of your attitudetowards the verdict at the end of the simulation)

Witnesses (12)• you will act as witnesses to help or destroy the lawyers’ case• research the background of your specific character• anticipate questions that you may be asked during direct and cross examination• (you will be asked to write a brief character sketch and a summary of your attitude

towards the verdict at the end of the simulation)

Journalists (4)• you will act as journalist throughout the process of the trial• research the general period in which the trial will take place• spend time before, during, and after the trial interviewing key players• you will introduce the trial as well as conclude the trial• you will use the information you have compiled to write an article that covers the

trial

Jurors (Non Students)• it is your job to decide the fate of the defendant

Trial date is so you must begin to prepare immediately!You must know your stuff!


Character Role Sheets

Judge and Court Clerk• It is your job to run the court. This is a demanding job. You must be willing and able

to throw your judicial weight around. You will not stand for nonsense in yourcourtroom. Because of the nature of this task, the Judge and Clerk will hold similarresponsibilities. You will share the burden of running the court. You mustfamiliarize yourself with court procedures and prepare to make quick decisions as toobjections the lawyers may have.

Defense Counsel• Your job is to defend your client however you see fit. You realize that there may

have to be some concessions on your client’s part to avoid being found guilty, but atthe same time you realize your client’s convictions. You must find a way to win thecase to avoid having your client either fined, restricted in his labor practices, thrownin jail, or even executed. You must prove that the defendant has a right to run hisbusiness in the way he sees fit.

Prosecution Counsel• Your job is to prosecute the defendant. You have strong “working class”

sentiments. Some of you have friends that have worked their entire lives in thefactories and mills. You must find a way to prove that the defendant is guilty of thecrime of excess cruelty. You must decide how to use the witnesses provided topresent a strong and convincing case. You must also decide what type ofpunishment is necessary if found guilty and convince the jury of this.

Journalists• Your job is a “little” historically inaccurate. You will be “video journalists” covering

this trial. One of you will be responsible for running the camera, whereas others willspend time interviewing key players in the trial and editorializing whereverpossible. You will also be responsible for “staging” the courtroom setting. This doesnot have to be elaborate yet, some method of making the classroom more “court-like” is necessary.

Defendant: Richard Moneybags III• You are a wealthy arrogant owner of factories, mines and many other means of

production. Though you are the owner, and therefore, the true proprietor, youhave very little knowledge as to what truly goes on in your places of employment.All that you know or care about is that you are quite wealthy and are becomingmore and more wealthy everyday due to the profits you receive. Your major role isas an overseer. In reality, you do little more than hire people to run yourenterprises. The rest is up to them. In reality, however, the true burden ofresponsibility is up to you. It is important to remember, however, you are verysatisfied with the present system. You want to keep the profits coming and your arenot willing to change the present setup for fear of decreasing profits.


Defense Witnesses

Mine Foreman: Simon Greedly• While it is the defendant’s mine, it is your job to run the mine. You must research

the role of a factory owner. Your bias towards the defendant should be veryobvious. It is you that is guilty of the practices that the prosecution is blaming thedefendant for. You must come up with justifications for these practices.

Factory Foreman: Jacob Whipper• While it is the defendant’s factory, it is your job to run the factory. You must

research the role of a factory owner. Your bias towards the defendant should bevery obvious. It is you that is guilty of the practices that the prosecution is blamingthe defendant for. You must come up with justifications for these practices.

Child Laborer: Mathew Childsworth• You are a fifteen-year-old factory worker. You have now been working for

Moneybags for 3 years. Though you see that the conditions are very difficult, youfeel that you have been treated fairly. You have suffered along with the rest of theworkers but you feel that you have greatly benefited from the rigid treatment. Youfeel that you have become far more disciplined, a much better worker, and youhave also earned enough to help support your family. If you weren’t allowed towork, your family would suffer. You feel that school would have no benefit for youbecause you feel you will work in the factories the rest of your life.

Accountant for the Defendant: Chris Counter• You are the accountant of the defendant (as well as his best friend). While you have

very little to do with the decision making of any of the factories and mines, youknow a lot of the financial aspects of the defendant. You see that he is makingprofits and by doing so he is paying a great deal of taxes that fund the currentgovernment. You also know the defendant spends a portion (though small) of hisearnings supporting charitable acts of the church. This you feel makes Moneybags avery kind and caring man. Since you are an “educated man” you have definitefeelings as to the benefit the defendant’s factories and mines have for providingwork for the people. The defendant employs thousands of people and thereforeputs food on their and their families’ plates. You also stress the importance of theproducts produced for less than before.

Mrs. Precious Moneybags• You are the wife of Richard Moneybags. You are young and very attractive. Many

people have questioned your relationship with the defendant. The headline on theTabloid at the wedding was “Beauty Marries the Beast”. It is plain to see that youcare about your husband’s well being in this trial. You realize that if your husband isjailed or fined, this may dramatically effect your rather substantial allowance. Youhave only been married for five months but you will swear to anything providing itwill get your husband off.


“Fast” Buck Chuck• You are the neighbor of Richard Moneybags III. You and Moneybags have a lot in

common. Not only are you both owners of many factories and mines, but you bothshare the great love of making money at the expense of others. You andMoneybags grew up together. You came from a broken down neighborhood andhave both slowly moved your way up the financial ladder. You knew Moneybags asa very bright young man. As a youngster, you and he created many “quasi-legal”money making ventures. As a teen, Moneybags taught you the three secrets ofsuccess. “Get it while you can, get it for as cheap as you can, and crush anyone whostands in your way!” It is with his teachings that you have achieved your presentfinancial status. He is like a god to you. He kisses your picture every night before hegoes to sleep. You know of the corrupt practices he is being charged with. Youadmire him for this.

Prosecution Witnesses

Woman Mine Worker: Helga Haggard• You have worked in Moneybag’s mines for five months. Though you have not been

there long, you have already experienced a lifetime’s worth of pain. Though you arehappy to receive a job, you have sacrificed many virtues you initially came with. Infact, you have become pregnant due to a co-worker’s abuse. Though you havevoiced your complaints, the only reaction was a threat to be fired if you do notwork through your pregnancy.

Earl of Shaftesbury• You are a man who has been appointed to look into the conditions of factory

workers. You have not been happy with what you have seen. In your opinion theconditions the workers face are shameful. You believe something must be done. Thefirst thing you feel that should be done is to punish those owners who have abusedthe workers long enough. You feel that these “lazy, fat-bummed” owners care onlyabout making money at any expense. It is the workers that do all the work and theowners who collect all the profits. You feel that some of the profits should bechanneled back into the factories to allow for better salaries and better conditions.

Factory Worker: Burt Beaterham• You have worked in Moneybag’s factory for four years. You have been fired

because you are no longer able to work as productively as before. The reason forthis is that you have been beaten quite often in the factories. The cumulativebeatings have left your vision impaired and your body very rigid. You also haveseen many co-workers brutally beaten as well. In fact, your brother was beaten todeath because he accidentally damaged a machine. This murder, however, wascarefully concealed (and no charges have been laid).

Child Laborer: Sam Sickly• You have worked in a factory since the age of 7. Though you were too young for

the job, you needed the work and Moneybags agreed to hire you providing thatyou lie about your age and receive only half the pay. You had been living on thestreets and you were anxious to take anything offered thus you took the job.However, now you are 12 and you have found the abuses of factory life have


caught up with you. You find that you are far shorter than most all boys your ageand you are constantly sick. You have recently found out you have lung problemsdue to the poor ventilation and your hearing is dramatically impaired (though notfor the trial). You feel that you were taken advantage of by Moneybags and that hehas ruined your life.

Unionist: Union Jack• Though you have never worked in a factory before, you have fallen in love with a

factory worker. Thus you have taken an active interest in the conditions of thefactories. You have seen the many abuses that exist in the factories. You havesuggested to the workers that it is time to unite and work together to end theseabuses. You feel that the creation of unions is the only way to ensure the workers’rights. Also, being an educated person, you have formed the opinion that thefactory made products are not of very good quality. Your father was an artisan andyou feel that the standard of products has gone to pot.

Factory Owner: Timothy Trailer• You are the owner of the second largest manufacturing plants in the country.

Number one, of course, is the factories of Moneybags. For years Moneybags hasout sold, out produced and out profited you. To top it all off, Moneybags constantlyrubs this fact in your face every chance he gets. You feel this is your chance to geteven and eliminate the competition once and for all. You come to trial ready toagree with the complaints of the prosecution. You will argue that Moneybags is ascrooked as the prosecution states. You are not a dummy. You do realize that thedefense will argue that you are guilty of the same practices (which is true). Thus,you have brilliantly (so you think) called a meeting of the workers for a week afterthe trial finishes to discuss improving working conditions. When the trial concludes,you simply postpone the meeting indefinitely.

The Role of the Judge• A judge of the Supreme Court is referred to as Mr. or Madam Justice .

He or she is addressed in court as “My Lord” or “My Lady.” As the presiding officerof the court, the judge supervises the trying of a case and makes sure that theaccused gets a fair trial. He must ensure that both sides have a chance to present alltheir factual evidence and arguments, and that all unreliable opinions or statementsare excluded from consideration by the jury.

The basic rules of evidence are as follows:

Admissible Evidence1. verbal reports (testimony given by a witness under oath)2. written records (e.g. diaries, letters, dispatches, petitions)3. visual representations (e.g. paintings, photographs, maps)4. physical remains (e.g. weapons, stolen property, clothing)5. circumstantial evidence (e.g. when goods are stolen and later found in the

possession of a suspect).


Inadmissible Evidence1. hearsay evidence (evidence based on something the witness has heard someone else

say, e.g. gossip or rumour); a witness can testify only about something he or she hasseen or experienced

2. prejudiced or biased opinions3. personal opinion (unless the witness is an expert on a particular subject)4. irrelevant statements5. illegally obtained evidence (e.g. an induced confession)

The judge must also rule on such matters as leading questions. Leading questions arequestions asked in such a way as to suggest a particular answer. They are not permittedin direct examination. For example:

Incorrect Correct

Were you at Duck Lake on March 26? Where were you on March 26?

Did you see Louis Riel order his men Who appeared to be leading theto fire on the police at Duck Lake? Metis at Duck Lake?

Leading questions are permitted in cross-examination. A lawyer may ask suchquestions in order to show up any errors or contradictions in a witness’ testimony.

Industrial Revolution Courtroom Procedures

Though the format of trials differed from place to place during the 1700-1800’s we willfollow the following court procedures.1. The court clerk announces “order in the court” and asks everyone to rise for thearrival of the judge.

1a. The clerk says “Oyez, oyez, oyez, all persons having business to transact in herMajesty’s court draw near, answer to your names when called and you shall be heard.”

2. The counsel identify themselves: “My lord/lady, my name is and I amassisted by , crown counsel. Then defense as above.

2a. After being directed by the judge to proceed, the clerk asks the prisoner to standand reads the indictment in a loud, clear monotone: “Before me (name ofjudge), exercising criminal jurisdiction under the provisions of the criminal code, youRichard Moneybags III stand charged with (read charge). The clerk then states: “Havingheard the charge read, how do you plead, guilty or not guilty?” The clerk then turns tothe judge and repeats the plea of the prisoner saying “The prisoner, RichardMoneybags, pleads not guilty my lord. The judge asks the prisoner to sit.

2b. After saying, shall I proceed to call the jury my lord, the clerk approaches the juryand states: “Members of the jury you have heard the charge against the prisoner. Yourcharge therefore is to inquire whether he is guilty of the offenses, whereof he standscharged, or not guilty and to hearken to the evidence.


3. The judge asks the lawyers if they would like to make an opening statement. Theprosecution begins its “brief” opening statement followed by the defense lawyer’sopening statement.

4. Crown counsel calls its first witness. The court clerk will administer the oath to all thewitnesses. The prosecution proceeds with direct examination; the defense lawyer thengets the opportunity to cross-examine the prosecution’s first witness. (Note: If counselgets off track or repetitive, the judge has the right to interrupt and/or cut off the line ofquestioning).

5. The prosecution continues to call its witnesses and the defense cross-examines.

6. When the prosecution has finished with its case, the defense begins to call theirwitnesses and the prosecution gets the opportunity to cross-examine.

7. When the defense is finished its case, the prosecution then gives its closing statement,followed by the closing statement of the defense. The judge says, “If you are ready, wewill begin the summations”.

8. The judge then gives his charge to the jury and explains to the jury that they canacquit the defendant or find him guilty. The judge also explains that the jury can makerecommendations concerning the sentencing if found guilty. The judge says “Membersof the jury, this is an important case and one which will require your very seriousconsideration. The remainder of the case rests with yourselves and with me. My duty isto show what the law is and then leave the determination upon the evidence to you. Onyou rests the responsibility of pronouncing upon the guilt or innocence of the prisonerat bar. Therefore please deliberate and return to the courtroom with your verdict. Thejury leaves.

9. The clerk calls for order in the court. He then says “All rise” and the judge leaves.

10. During this break in the proceedings, the journalists may take this opportunity tointerview the key players of the trial. They may ask the witnesses or counsels how theyfeel the case went. The witnesses may be asked to express their “biased” views.Possibly even an interview with the defendant himself. (This will take place in theclassroom setting).

11. The court clerk will ask all to rise as the jury and judge return to the courtroom. Thejudge asks the defendant to rise. Then the judge asks the jury foreman to read theverdict.

12. The judge will give a brief summary of his opinion of the case. Then if guilty, thejudge will ask the defendant if he wishes to address the court and then read a preparedstatement of the sentence. Flexibility may be left to change the sentence based on thejury’s recommendations.


13. The clerk closes the trial by saying “Oyez, oyez, oyez, by command of the presidingjudge of this court. The court having disposed of all the business brought before it, Inow declare the sitting of the court duly closed. God save the Queen.

Industrial Revolution: Participants list

Judge 1.

Clerk 2.

Jurors 1.

2.

3.

4.

5.

6.

Prosecution Counsel

1.

2.

3.

4.

Defense Counsel

1.

2.

3.

4.

Defendant 1.


Prosecution Witnesses

Haggard 1.

Greedly 2.

Whipper 3.

Childsworth 4.

Counter 5.

Trailer 6.

Defense Witnesses

Haggard 1.

Shaftsbury 2.

Beaterham 3.

Sickly 4.

Jack 5.

Moneybags 6.

Journalists 1.

2.

3.

4.




Assessment Ideas* See the Assessment section for rubrics.• understanding the subject*• understanding the process• assuming a role*• group work*• ability to build an argument• use of language (oral)• ability to adapt and adjust

Modifications/AdaptationsGifted/Enrichment• this activity is well-designed for gifted students, however some opportunities for

elaboration might be offered (see the Additional Adaptations/Modifications sectionfor ideas)

Learning Assistance• most of these students should be witnesses; a few may want to be journalists; all

should have a responsibility

ESL• individual tutoring and help will be necessary• assign these students a buddy to help them with their part or to do their part with

them

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• select and summarize information from primary and secondary print and non-print


and secondary sources• defend a position on a controversial issue after considering a variety of perspectives• plan, revise and deliver formal oral and written presentations• cooperatively plan, implement, and assess a course of action that addresses the

problem, issue or inquiry initially identified

Politics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict

Economy and Technology: Europe and North America 1500-1815• identify factors that influenced growth and development of industry• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


Industrial Revolution Multi-Paragraph Response

Use the following statement to create a thesis statement and to write an organizedmulti-paragraph response that supports your thesis using information studied on theIndustrial Revolution.

“It is important in today’s society to study and understand what happened during theIndustrial Revolution.”

Work with your teacher librarian to create a series of lessons on research skills and thewriting process to help students as they work through this task.



Assessment Ideas* See the Assessment section for a rubric.• essay writing*• research skills

Modifications/AdaptationsGifted/Enrichment• allow these students the opportunity to re-frame the topic to allow for more

complexity

Learning Assistance• adapt length of assignment in paragraphs• use key visuals for research

ESL• needs modelling of multi-paragraph (essay) form and teaching of thesis statement• Higher level ESL students (very fluent) may be able to participate• Give two marks - one for content and one for writing



and secondary sources• plan, revise and deliver formal oral and written presentations


Economy and Technology: Europe and North America 1500-1815• evaluate the effects of the Industrial Revolution on society and the changing nature

of work


First Nations Research Booklet

The project consists of:

1. Cover page: This will be on an unlined white page. The title of the project is to becentered and student names, division number, grade, teacher’s name should be placedin the lower right hand corner of page.

2. Table of Contents: Table of contents is to include sub-titles with page numbersopposite headings.

3. Primary Research areas: (the sub-titles in the booklet)a) Habitat - where peoples lived, resources used to survive, climateb) Culture - consider religion, language, dress, rituals, sport, etc.c) Hierarchies - laws, how they were ruled

4. Drawings - pictures, maps that are relevant (clothing, housing, tools...)

5. Bibliography - Use format to annotate texts, materials used in project



Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• research skills• visual presentation*• format (table of contents, bibliography, etc.)

Modifications/AdaptationsGifted/Enrichment• construct a Venn Diagram comparing two aboriginal groups such as the Haida and

the Blackfoot

Learning Assistance• good idea for these students


ESL• teach how to write an annotated bibliography• provide a graphic organizer or grid to help list the information and prevent

copying; this will also help students to report out in their own wordsGroup Group Group

HabitatReligionAreas

IRP LinksSociety and Culture: Europe and North America 1500-1815• describe daily life in Aboriginal communities, New France and British North

America• describe how different forms of artistic expression reflect the society in which they

are produced

Environment: Europe and North America 1500-1815• demonstrate understanding of the ways in which Aboriginal people interact with

their environment


The World Around Me - Independent Project

1. You need to create two circles to represent the “world” experienced by two separateFirst Nations groups.

2. Draw yourself (as a member of a First Nations tribe) somewhere in the circle - notthe middle!

3. Add symbols of the natural world and the man made objects that play a central rolein life for this particular First Nations group.

4. Draw lines linking you to the symbols and write explanations of why each item isimportant. If possible draw additional lines between objects to explain connections; i.e.the buffalo to the tent because the tent is made of buffalo hide. Thus your circle willbecome a complex web.

Optional: Draw a third circle and represent yourself as you are - what is the worldaround you like?




Assessment IdeasSee the Assessment section for rubrics on the following:• understanding of subject• quality of ideas• visual presentation• assuming a role

Modifications/AdaptationsGifted/Enrichment• write a legend about something in your First Nations group to show its importance

Learning Assistance• provide samples

ESL• use the Aboriginal team to assist

IRP LinksSociety and Culture: Europe and North America 1500-1815• assess how identity is shaped by a variety of factors including family, gender, belief



their environment


First Nations Study Project

This project takes about three classes to prepare and three to present.

Your assignment is to “teach” to the class a First Nations community. The class willlearn and be accountable for each of the presentations through a unit test, so it is veryimportant that you teach them well.

Your lesson will be approximately ten minutes in length.

You will need to teach the class the following information about your nativecommunity:• who they are• shelter• society and everyday life (spring, summer, autumn, winter)• arts and crafts• contact: meeting the Europeans• the community today (current issues)• government• where in the country they live• traditional foods and hunting/gathering methods• growing up• religion and special ceremonies• dress

Your presentation will include a short play or skit of a legend from your nativecommunity, including the purpose of the legend (i.e. did it teach a lesson? guidespiritual beliefs?). Feel free to include props, music, effects (no lasers or smokemachines, please!).

Include in your presentation a map that shows where your native community is frompictures or illustrations of your native community’s arts or crafts, a diagram of thevillage and/or shelter.

Plan to lead the rest of the class in a discussion about your native community as part ofyour presentation.. That means that you will need to prepare thoughtful discussionquestions that will help the class to understand your native community.

You will include a one or two page summary of your presentation. This will help theclass to follow your presentation, take notes and study for the test. Your summarymust be handed in for photocopying two days before your presentation.

Your group will present on one of the following native communities:• the Huron• the Blackfoot• the Inuit

• the Micmac• the Haida• the Iroquois




Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• group work• oral presentation• use of language (if a written summary)

Modifications/AdaptationsGifted/Enrichment• allow classes to form their own working groups

Learning Assistance• allow students to work in pairs• allow options to presentations

ESL• use a graphic organizer• presentations based on organizer• during presentation, student audience fills in graphic organizer for note-taking

IRP LinksSociety and Culture: Europe and North America 1500-1815• describe daily life in Aboriginal communities, New France and British North

America• describe how different forms of artistic expression reflect the society in which they

are produced


their environment


Video Analysis: The Age of Exploration

Get the Winslow video “The Age of Exploration: How Did it Change the World?” (910.0HOW) and show it to your class.

This video explains why the year 1492 was a pivotal year in the history of the humanrace. The cultural interaction between Europeans and Native Americans changed boththe old and new world forever.

Before the video:1. How do you think European and native north American cultures were similar and

different?2. How do you think contact between the American and European cultures changed

the world? America? Europe?

Watch the video:1. What event in 1469 was a part of the many events that set the wheel in motion for

Columbus’ discovery of the American continent?2. The cultural interaction between Europeans and Americans took place in the

exchange of ideas, materials, foods and microbes. Describe how each of theseexchanges contributed to cultures globally? Use the following chart to put specificideas down from the video.

America Europe Asia/AfricaIdeas

Materials

Foods

Microbes




Assessment IdeasSee the Assessment section for rubrics on the following:• understanding of subject• quality of ideas

Modifications/AdaptationsGifted/Enrichment• using the information in the chart write a multi-paragraph response

Learning Assistance• choices given to students in advance; they would then be responsible for sorting

them and putting them in the boxes in the chart• summarize the video for students in writing prior to viewing; include what to look

for while they view (guided viewing)

ESL• good lesson for ESL students; well-organized• key vocabulary should be pre-taught and charted

IRP LinksSociety and Culture: Europe and North America 1500-1815• analyze the relationship between Aboriginal people and Europeans and explain the

role of each in the development of Canada

Environment: Europe and North America 1500-1815• identify major exploration routes and historical events in the development of

Canada• explain the role of Aboriginal people in the fur trade and in the exploration of North

America


Conflict in the New World

Ask students to create a short story of about 1000 words (four pages) based on whatthey know about the struggle for control in the New World between France andBritain. Have the story revolve around actual events such as the struggle in the furtrade, or the British military victory in Louisberg or Quebec. The story doesn’t have tocover the entire time period of 1670 to 1774, but should represent some segment oftime within it. Tell students the key to a historical fiction story is to create as realistic astory as possible.Use this project instead of a test at the end of a unit.The following graphic organizer might help students plan their story:

Historical Fiction Planning Guide Name:Actual Historical Events• (what is this based on?)Plot Details (five plot parts)• introduction• rising action (is the longest part of

the story and has the initiatingincident early on)

• climax• falling action• conclusionCharacter Details• (who is in it?)Setting Details• (time, place, mood, atmosphere)

Textbook Links• Crossroads (Prentice Hall) pp. 232-249• Community Canada (Oxford) pp. 203-248

Teacher Notes about Additional Resources:

Assessment Ideas• selects a few key years from within the date range provided• story follows typical plot development (introduction, rising action, climax, falling

action, conclusion)• story incorporates actual dates, places, times, people and events


• story demonstrates understanding of forces in time period with regard to daily life,factors that contribute to revolution and conflict and the effects of colonialism ontrade and conflict

• conventions of formal written presentations are observed

Modifications/AdaptationsGifted/Enrichment• allow these students greater scope and independence with this assignment such as

converting their story to a poem or play or doing an oral reading of their finishedproduct complete with costumes

Learning Assistance• give these students specific dates by which they must have portions of the

assignment completed• provide these students with specific choices of time period/event/ historical

character

ESL• provide these students with graphic organizers to assist their planning• allow these students to work in pairs


sources, including electronic sources• plan, revise and deliver formal oral and written presentations

Society and Culture: Europe and North American from 1500-1815• describe daily life in Aboriginal communities in New France and British North

America

Politics and Law: Europe and North America from 1500-1815• analyze factors that contribute to revolutions and conflict

Economy and Technology: Europe and North America from 1500-1815• analyze the effects of colonialism on trade and conflict


Explorer Hockey Cards

In this assignment, you will use the information you have gained on five explorers ofyour choice. This information can be gained from library books, articles and on-linematerials. You will then present this information in a baseball or hockey card formatfrom the library and other resources. For the assignment you need to complete fiveexplorer cards. These cards will follow the format listed below.

Side Aa) name of the explorerb) birthplace, date of birth, date of deathc) exploration datesd) exploration areae) reason for explorationf) additional important information

Side Ba) name of the explorer or eventb) an original and creative visual. This could be a drawing, map, diagram etc.



Assessment Ideas* See the Assessment section for rubrics.• visual presentation*• oral presentation*• selection of material

Modifications/AdaptationsGifted/Enrichment• evaluate the benefits of space exploration• interview a famous explorer

Learning Assistance• this is a good idea for these students; make sure you provide examples of the

finished product for them to see before they begin


ESL• have actual hockey cards for show• partner these students with non-ESL students to edit writing




Canada


Arrival in Canada Jigsaw

Jigsaw - The Basic Recipe1. Select data/information set that is large enough to make the task meaningful.2. Divide the set into meaningful and manageable pieces. (example-5). Number the

date sets (1-5).3. Divide students into groups. The number of students in each group should equal the

number of jigsaw pieces. These are the learning groups. (5)4. The learning groups number themselves off into expert groups. (1-5)5. The learning groups regroup into expert groups. All ones meet around data set one,

all twos meet around data set two etc.6. Expert groups now a) become experts by learning the material and b) prepare to

teach the material to the learning groups.7. The class regroups again back into the learning groups.8. The experts take their turns in teaching their assigned data set to their learning


the need for group and individual accountability.10. Based on the results of the jigsaw, the next steps in the instructional sequence are

planned.

The following page references are for the Crossroads textbook (Prentice Hall, 1998), butany source of the pertinent information will allow students to participate in the jigsaw.

Group 1 - Introduction and Vikings p. 2161. What did most explorers hope to find through North America?2. Which general routes did each of the following countries explore?• Spanish• French• English3. Where were the Vikings from?4. Why did the Vikings leave their homes? To which two places did Viking groups

travel?5. Where had the Vikings colonized by the 11th century?6. What two sources provide us with information regarding exploration and

settlement?7. What famous Viking site convinced many that the fabled “Vinland” was actually

Newfoundland?8. Why did the Viking settlements eventually disappear?


Group 2 - Fishers and Freebooters p. 219

1. Which country had a monopoly on trade with Asia?2. What do the French, the Spanish and the English do as a result of Portugal’s control

in the orient?3. Which explorers did Henry VII send exploring in 1497?4. What did Cabot claim for Henry VII and England?5. What astonished Cabot in the “New World”?6. Why was cod fishing so important?7. What were the risks associated with fishing?8. What methods were used to preserve the fish?9. How did Europeans and Natives act towards each other?

Group 3 - French Explorers p. 2211. In 1524 Verrazano was sent by the French to discover a 2. passage and instead he discovered that the “New World” was not a group of islands

but a .3. In 1534 claimed the peninsula for

France.4. Cartier also explored the .5. The settlement that existed where the current city of Quebec is located was called

.6. The settlement located where we now find Montreal was .7. A problem that killed those who first wintered in Canada was . This

illness was cured with help from the Natives who showed Europeans how to makea tea with sprucebark and needles.

8. The first person to establish a colony was and he was .

Group 4 - The Beginning of the Fur Trade p. 223 and ...1. What was the main purpose of the new colony?2. Money was made in what two industries?3. In what way was trade beneficial to each party?4. Who got the better deal in terms of a dollar value?

... The English and the Dutch p. 2261. Where did the Dutch settle?2. For whom did Henry Hudson explore the area?3. The Dutch colony of New Amsterdam would eventually be controlled by which

country?4. The English looked for the Northwest Passage by exploring the .5. The English explorers were also known as . English

explorers like , , , and also attacked Spanish ships rich with Inca and Aztec treasures.

6. In 1583 Gilbert claimed Newfoundland for England even though Portuguese andBasque already lived there.




Assessment IdeasSee the Assessment section for rubrics on the following:• group work• understanding of subject• quality of ideas• oral presentation

Modifications/AdaptationsGifted/Enrichment• construct a crossword puzzle “Exploration and the Fur Trade” to review the content


ESL• this is a good, thorough lesson for these students• have these students work in mixed groups

IRP LinksEconomy and Technology: Europe and North America 1500-1815• analyze reasons for the initial exploration and settlement of North America• analyze effects of colonialism on trade and conflict• assess the impact of the fur trade on exploration and settlement


Canada• demonstrate understanding of the ways in which Aboriginal people interact with

their environment• explain the role of Aboriginal people in the fur trade and in the exploration of North

America


Timeline: North America 1758 - 1815

Arrange the following events in chronological order. Then write a brief phraseexplaining each event. After each event has been explained and put in chronologicalorder, design a timeline of your choice. Include two drawings or symbols in yourtimeline that represent some aspect of your researched work. You must also make aneffort to represent seven of the items graphically, using graphs, tables, grids, scales ormaps with legends or contours.1. Battle of the Plains of Abraham2. Quebec Act3. Fall of Louisbourg4. Proclamation Act5. Constitutional Act6. Guy Carleton becomes Governor7. Stamp Act8. Declaration of Independence9. Treaty of Paris10. Boston Tea Party11. French Revolution12. War of 1812 Beginning and End Date (months)



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of ideas• visual presentation

Modifications/AdaptationsGifted/Enrichment• write a monologue to show how the Proclamation Act, the Quebec Act and the

Constitution Act solved some of the existing problems but created new problems aswell

Learning Assistance• provide for pre-reading activities that help students put the events in chronological

order


ESL• timeline assignments are excellent for ESL learners• if the students are weak, reduce the number of points for the timeline

IRP LinksPolitics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict

Environment: Europe and North America 1500-1815• construct, interpret, and use graphs, tables, grids, scales, legends contours and

various types of maps


Black Robe I

Ensure your school has the appropriate site license before showing this film in class. Themovie was directed by Bruce Beresford in 1991 and stars Lothaire Bluteau.

Pre-viewing notes1. In order to better understand and appreciate historical events students must be able

to empathize with individuals from the past.2. Empathy refers to the ability to fully imagine another person’s feelings or motives

without actually experiencing the same events.

During viewing instruction and questions:1. While viewing Black Robe try to imagine the feelings and motives of the various

people involved in the early years of New France.

Viewing Questions for Black Robe1. What does Father Laforge accuse the French fur trader of paying the Native trapper

with?2. Give 3 examples of European technology shown in the film.3. Name 2 similar rituals of the Natives and the French in preparing for the fireside

ceremony.4. What does Chomini (Algonquin Chief) promise to Champlain?5. Father Laforge states that 3 things may kill the French. List all 3.6. The movie “flashes back” to Father Laforge in France. What are some major

contrasts between the 2 settings, France and New France?7. Why do the Algonquin start to think that Father Laforge is a demon?8. Give 2 examples of how Father Laforge is ethnocentric.9. Give 2 examples of how the Natives are ethnocentric.10. Describe the differences between the religious and spiritual lives of the Natives and

the French.11. Match the Native tribe with the proper descriptor:A) HuronB) MontagnaisC) IroquoisD) Algonquin an ally of the French who lived in the St. Lawrence Valley, helped with fur trade,French exploration and Jesuit missions. an ally of the French who were wiped out by disease and their enemies. There isa Jesuit mission in their village. trading partner with the Algonquin, had a dwarf-like medicine man.

an enemy of the Huron and French, shown as brutal killers in the film.


Post viewing assignmentCreate 3 separate diary entries from the point of view of a :1) Coureur de Bois2) Jesuit Priest3) Native (Algonquin, Huron, or Iroquois)

Each entry should be approximately 2-3 paragraphs (roughly 1 page each). Be sure toinclude examples of the following in your entries:• daily routine• interaction with the environment• contact with the other groups• attitudes, feelings, expectations



Assessment IdeasSee the Assessment section for rubrics on the following:• assuming a role• quality of ideas

Modifications/AdaptationsGifted/Enrichment• see Additional Modifications/Adaptations for ideas

Learning Assistance• provide a pre-viewing summary with handout• define ethnocentric• omit #10• write one diary entry

ESL• ESL students often find writing answers while viewing difficult• provide them with a summary of the film before they see it







America• assess the role of geographical factors in the development of trade and settlement in

Canada and other colonies


Black Robe II

Ensure your school has the appropriate site license before showing this film to yourclass. The movie was directed by Bruce Beresford in 1991 and stars Lothaire Bluteau.

Pre-viewing informationThe story is about Father Laforge, a Jesuit priest, who travels to New France to work ata Huron mission. In the early winter of 1634, Laforge and a young trainee, Daniel,embark on a long journey from Quebec up the St. Lawrence River to the Huronmission. Laforge and Daniel are taken on this journey by a group of Algonquins, leadby Chomina and accompanied by his daughter Annuka. The story focuses on theexperiences of these characters during the journey to the Huron mission.

During viewing note takingWhile watching the movie, take notes on the aspects of the film identified below. Thesenotes will help you answer the questions for the composition at the end of the movieand will be collected with the composition. The following aspects are not in order.• Identify examples of Laforge’s devotion and commitment as a Jesuit priest observed

throughout the movie.• Laforge’s attitude towards the Algonquins observed throughout the movie.• Daniel’s attitude towards the Algonquins observed throughout the movie.• Algonquins’ attitude towards Laforge observed throughout the movie.• Effect or impact of the Jesuits on the Native peoples.• Significant events that occurred throughout the movie.

Post viewing composition assignment:Introduction• Provide a brief description of the movie.

BodyParagraph 1• Describe Father Laforge’s attitude towards the Algonquins and Native peoples in

general as revealed throughout the movie. Does his attitude towards them change?Explain.

• Describe Daniel’s attitude towards the Algonquins and Native peoples in general asrevealed throughout the movie. Does his attitude towards them change? Explain.

Paragraph 2• Describe the Algonquins’ attitude towards Laforge, particularly Chomina, and

Europeans in general as revealed throughout the movie. Does it change? Explain.• Referring to his people, Chomina states, “... we have accepted their gifts (axes,

knives, etc.). We have come to need them. That is our undoing (downfall) and it willbe our ending.” Explain what Chomina means.

Paragraph 3• Identify and describe the three most significant events that occurred and explain

why you think they are the most significant events.


Paragraph 4• What do you think of the devotion and commitment of the Jesuits to their work as

represented by Father Laforge? Provide at least two examples of Father Laforge’sdevotion and commitment to support your views.

• What do you think of the Jesuits’ attempts to convert the Hurons?• What effect or impact did the Jesuits have on the Native peoples as revealed by the

movie? Support your answer with examples. Compare what you have learned inclass (textbook, videos, discussions) about the impact of the Jesuits on the Huronswith how it is presented in the movie.

• What do you agree and disagree with about Father Laforge’s views and actions?

Paragraph 5• How accurate do you think the movie is in portraying the experiences of the Jesuits

and the Native peoples during this time? Explain.• Comment on any bias, exaggerations, over dramatizations, omissions, or favorable

points of view that you observed in the movie.• Explain how effective the movie was in providing you with an understanding of the

role of the Jesuits in New France and their impact on the Native peoples.

ConclusionProvide some general thoughts and impressions of the movie.

Textbook Links• Crossroads (Prentice Hall) pp. 163-169 geography; pp. 186-187 anthropology; pp.

193-197 culture; pp. 221-222 first contact; pp. 223, 227 fur trade; pp. 226-234 NewFrance.


Assessment Ideas* See the Assessment section for rubrics.• selection of material• quality of ideas*• understanding of subject*• use of language*

Modifications/AdaptationsGifted/Enrichment• see Additional Adaptations/Modifications for ideas


Learning Assistance• for viewing and notetaking, provide a guided activity such as a matrix of specific

questions• adapt the length of the essay


IRP LinksApplications of Social Studies• assess the reliability, currency, and objectivity of different interpretations of primary


Economy and Technology: Europe and North America 1500-1815• assess the impact of the fur trade on exploration and settlement



America


Black Robe III

Film guide/summary and question sheet. Ensure your school has the correct viewinglicense before showing this film to your class. The movie was directed by BruceBeresford in 1991 and stars Lothaire Bluteau.• Length: 1 hour 40 minutes• Editing of video may be needed due to nudity and violence.

Guide to the film:Background• This film is a Canadian/Australian co-production fictional drama based on the novel

Black Robe.• The film is set in Quebec in 1634. It involves the story of a 1500-mile canoe journey

of a priest, a coureur de bois, and their native guides, from a fort in Quebec to theHuron mission of Fort St. Marie in present-day Ontario.

• Algonquin, Huron, and Iroquois native groups are shown in this film, as well asJesuit priests (Black Robes), coureurs de bois, and other French settlers.

Main Characters• Father LaForge - a rookie Jesuit priest.• Father Bourque - an old Jesuit priest and Father Laforge's superior.• Daniel - a coureur de bois and Jesuit priest-in-training.• Mr. Champlain - a French `noble' in Canada (historical figure) and Father Laforge's

and Bourque's superior• Chief Chowmeena - a leader of the native group that guided the expedition.• Mestigoit - midget witch doctor of the Montagnais Indians.

Detailed Summary of the PlotOpening credits - still-picture images of early Native/White interaction inNorth America. The film begins in a fort in Quebec and the interactionsbetween the coureurs de bois and the Black Robes is shown. For example, onecoureur de bois is overheard to say, "The English and the Dutch get colonistsand France sends priests!"

The Algonquin language is spoken, with English subtitles, and Father Laforgeis fluent in it. We learn that Daniel want to travel with Father Laforge onhis expedition and that he is bored with building forts. Algonquin dancingand face painting is shown at a festival in their village, while theEuropean settlers join in their own dance around a fire at night in thefort. A deal is struck between the Algonquins and Champlain for theAlgonquins to lead and protect the Black Robes on a journey into Huronterritory.

The French fear the English, Indians, and the harsh winter conditions.

The group of Laforge, Daniel, and the Algonquin guides set off in canoes forthe long journey. The purpose of the journey is for the French to establishtrading links with the Hurons at Fort St. Marie.


The first flashback scene is in a Catholic church in France in which thepriest responsible for New France is talking to Laforge. He has a disfiguredface and hands from his last visit to New France because he was tortured bythe natives. He wants to return to "convert the savages" and he wantsLaforge to go there as well and fulfill the religious duty of the Jesuit priests.

Meanwhile, the Algonquins reveal their distrust of the French and theirbelief that Laforge is a demon. For example, Laforge writes a diary of thetrip and the natives are not familiar with writing and think that he is upto no good.

(**Brief nudity and sex. Needs to be edited out.)

We get the first indication that Daniel is not totally devoted to the aimof becoming a priest as he questions the validity of converting thenatives. Laforge responds that it is the only way they can enterheaven. The natives are shown to share everything while the French do notwant to give up their tobacco to the Algonquins since they want it to tradewith the Hurons. Laforge finally gives in though and gives the guides sometobacco. Daniel becomes romantically involved with the Chief's daughter andthe Chief warns her to stay away from "the ugly Frenchman."

Daniel accepts many Algonquin ways while Laforge is slower to accept theirways and frequently reads his bible on his own. The natives discuss heavenand other Christian ideas with Laforge. They are skeptical about it andcan't understand why there are no women in heaven! The second flashback occurs inwhich a woman playing a flute is shown. Laforge is homesick for France.

Teepees are shown and are used as temporary shelters during the 1500 milecanoe trip.

(**Brief nudity and sex. Needs to be edited out.)

In the morning the Chief tells his wife of a dream that he had of Laforgeand a raven in which the raven attacked the Chief. His wife tells him thatthe raven is Laforge and that it represents the Chief's impending death(Foreshadowing). The Chief tells the senior natives about the dream andthey agree they must obey the dream. Some of them want to kill Laforge,but the Chief says he did not die in the dream. They agree to find awitch doctor to tell them what to do.

The Montagnais are dressed in wolf robes and have spears and shields whenthey meet the expedition. The Algonquins act as mediators between theMontagnais and the French. The Montagnais are suspicious of Laforge.Mestigoit, the midget witch doctor of the Montagnais, thinks that Laforge isa demon when he sees him reading and sees the funny clothes he iswearing.


The third flashback occurs and shows Laforge talking to his mother. Shefears him going to New France and thinks he will die (Foreshadowing).

Laforge walks off in the forest on his own. He feels lonely and afraid inthe New World and he prays to God. He gets lost in the forest and is foundby a group of natives on their way back from a moose hunt. Laforge triesplaying flute with the Montagnais around the campfire. He is finallylearning some of their customs and opening up to their ways a bit.

The next day Mestigoit travels with the expedition as they leave theMontagnais' territory and continue on the journey. Laforge asks Daniel about`sins of the flesh.' Laforge admits that he has lusted after the Chief'sdaughter. Daniel says that life is not as simple as Laforge thinks (i.e.keeping celibate). Daniel admits that he cannot be a true Jesuit because hehas too many doubts about his faith. A religious discussion begins. Laforgeadmits that he thinks that the new land is ruled by the devil and feelssorry for the people. He's afraid of the wilderness. Daniel says that,"They (the natives) are true Christians - they live for one another. Theyhave an afterworld of their own." (The spirits in the forests). Laforgethinks that the natives are childish and he refuses to accept that any oftheir beliefs are Christian.

The next scene involves a night meeting between Mestigoit and theAlgonquins. Mestigoit tells them that they must kill Laforge because thespirits are angry with them. The natives fear Champlain's wrath if they wereto do that, so they decide not to. They decide to abandon Laforge.

The next morning Laforge follows one of the native women as she places adead infant in a tree. He prays for the child's soul as the natives watchhim `talk to his god.' They think he is stealing their spirits.

The Algonquins abandon Laforge and Daniel and leave them alone to find their ownway the rest of the journey. Daniel takes off after the natives asLaforge waits at the shoreline with no boat. Laforge sits alone plucking theduck that was left him. He prays to live and still wants to convert thenatives.

Daniel catches up to the natives and follows them as they are hikingoverland to their winter hunting grounds. The chief thinks that theyshould not have left Laforge and should have kept their promise to Champlain.

Some in the group say that they did not yet get the muskets, pots, axes,and flints that they were promised. However, they accepted Champlain'sother gifts of supplies and they have come in handy during the journey. TheChief argues that, "Our breaking of our promise will be our undoing in theend." (fate) Mestigoit replies that, "There are no gifts given by theFrench that aren't paid for." (trade) The Chief stops one of his men fromkilling Daniel.


The next morning a group of Iroquois are spotted by Laforge looking atEuropean goods that were left behind by the Algonquins at the overnightcampsite. They don't see him in his hiding place where he slept. TheAlgonquins return, on the Chief's request, to find Laforge. While they lookfor him they are attacked by the Iroquois. The Chief's wife and a malenative are killed in the attack. Daniel kills one Iroquois warrior with hisgun. Laforge then walks out into the battle field and is knocked out afterdoing last rites for the Chief's wife. They are captured and taken to theIroquois village.

The Iroquois taunt them and savagely beat them in a Gauntlet-style ritual.The Chief of the Iroquois winter village takes the prisoners to a teepeeand strips them down and mutilates one of them (cuts off an ear).(**Very violent section - could possibly need editing).

Laforge is forced to sing while the Iroquois laugh at him. An Algonquinchild prisoner's throat is slit. Daniel thinks that the Iroquois are animals, notcivilized like the Algonquins. The Iroquois want to kill the Chief and hisdaughter. They want to sell Laforge and Daniel back to Champlain for musketsthrough the Dutchmen (who have a settlement nearby). They decide that it isdangerous and fear betrayal by the Dutch.

During the night, the daughter seduces the Iroquois guard. They have sexand she kills him. The prisoners escape!(**Brief nudity and sex. Needs to be edited out).

The Chief and his daughter, Laforge and Daniel decide to travel towards theHuron mission (the expedition's original destination) to trick theIroquois.

In the morning they carry their canoe over an icefall and face otherhardships in the winter conditions. The Chief is getting ill. Laforge admitshe thinks that these natives will never become Christians. (Why does hethink they are unconvertible?) They arrive at the place in the Chief'sdream - a peninsula. The Chief dies on the peninsula. His dream hasforetold his death, and he realizes he has dreamed about this placemany times but did not know what it was. The Chief and Laforge have adiscussion about the afterworld just before the Chief dies. Laforge saysthat he does not dream, but that he puts his trust in God for theafterworld. The Chief says, "How can you know what this afterlife is likeif you have never seen it?" The Chief says that he would have been a greatwarrior if he had only known what his dreams had meant. The Chief refusesLaforge's offer of last rites and prefers to go to the "She-Manitou."

Laforge, Daniel, and the Chief's daughter travel onward through the icywaters in their canoes. They have to push the canoe over the ice when theyget stuck. The girl says that she wants to leave Laforge. She says that it was that way(Laforge travelling alone) in her father's dream and that they must obey the dream.


Laforge tells Daniel to stay with the girl because she has lost everythingbecause of them. Laforge says aloud, "These people think that dreams are thereal world and that this world (the natural world) is an illusion - perhapsthey are right!" This is the first time that Laforge has expressed anydoubts in his belief system.

Laforge finally reaches the Huron mission on foot. The mission consists ofwooden buildings enclosed in a fort with Huron natives and two Jesuitpriests living there. Laforge discovers that the mission has been devastatedby the small pox. One of the priests in the mission has been killed. Laforgefinds an old blind priest alive who tells him that small pox wiped out mostof the Hurons in the mission and that the natives thought the priestsdid it to those who wouldn't accept Christianity. The Hurons killed theother priest because of this. The old man, Father Sharone, tells Laforgethat he has lived at the mission for twenty years (since about 1604).

Father Sharone wants to baptize the natives who have small pox and arestill alive. Laforge wants the natives to understand the faith before theyaccept it. He doesn't want, like Sharone wants, to save as many souls aspossible. Laforge confesses to Father Sharone that he lusted after a nativegirl and Sharone does likewise. They both realize that they are human andlife is not as simple as they thought that it would be in the new world.Laforge buries Sharone when he dies.

The Hurons do not know why smallpox is killing them and their witch doctors have notbeen able to stop it. The Hurons say that the Blackrobes want them to remainmonogamous, stop killing their enemies, and give up theiranimist beliefs. They fear that they will become weak if they do this andthat their enemies will sense their weakness and kill them.

Laforge takes over as the Blackrobe of the Huron mission of St. Marie, buthe tells the natives that baptism won't cure them from the smallpox. Hetells them that if they ask Jesus for help that he might help them. He thenbaptizes the natives after they agree to accept Jesus and he tells themthat he loves them. His attitude has changed greatly from the beginning ofthe film.

End of film.

Text on screen:

"Fifteen years later, the Hurons, having accepted Christianity, were routedand killed by their enemies, the Iroquois. The Jesuit mission to the Huronswas abandoned and the Jesuits returned to Quebec."


Comments:• A good drama which closely follows early Canadian historical events.• The nudity can be edited out, but the violence is more difficult to edit out without

losing important aspects of the film.• Religious conversions are questioned in the film. The French are not shown in a

very favourable light. The native groups are shown as being complex and diverse.• Filmed in the Lac St. Jean (Chicoutimi) region of Quebec.

Possible essay questions or answer-as-you-watch questions1. Compare and contrast the way that the Hurons, Iroquois, and Algonquins relate to

the French.2. In what ways did Father Laforge change during the film in his attitudes? Why?3. The French did not succeed in establishing a solid relationship with the Hurons.

What could they have done differently?4. How did France's approach to settling and colonizing North America differ from

that of England and Holland?5. Were the Black Robes successful in converting natives to Christianity? Why or why

not?6. Compare and contrast Daniel and Father Laforge's approaches to ‘taming the

savages.’

Textbook Links• Crossroads (Prentice Hall) pp. 163-169 geography; pp. 186-187 anthropology; pp.

193-197 culture; pp. 221-222 first contact; pp. 223, 227 fur trade; pp. 226-234 NewFrance.


Assessment Ideas* See the Assessment section for rubrics.• selection of material• quality of ideas*• understanding of subject*• use of language*

Modifications/AdaptationsGifted/Enrichment• see Additional Adaptations/Modifications for ideas

Learning Assistance• allow these students to work in pairs• ask the students to highlight main ideas in printed preview summary before

watching the video




and secondary sources• defend a position on a controversial issue after considering a variety of perspectives




America


Simulation Game: Surviving the Scourge of D’Iberville

BackgroundIt is a time of war. In Europe, the War of the league of Augsburg rages and it has spiltover to the New World. If you had a crystal ball, you would know that the French andEnglish would be at war on and off for the next 80 years.

In this turbulent time emerged one of the truly great Canadian heroes. Pierre LeMoyneD’Iberville was a romantic and ruthless French Patriot who terrified and attackedEnglish forts in Hudson Bay, Newfoundland, Acadia and even the Caribbean. Born inCanada, D’Iberville’s goal in life was to preserve and enhance the position of the Frenchin North America. War was his job, and he was good at it. The English absolutelydespised him, but he was a true hero to the French, both in Canada and in Europe.When D’Iberville wasn’t fighting, he was establishing cities like Biloxi, Mississippi, andNew Orleans.

Thomas Walsh, the commander of the British fort of New Sevem in Hudson Bay was sointimidated by D’Iberville that he actually blew up his fort and fled for his life when heheard that D’Iberville was going to attack him.

The AssignmentThe year is 1686 and you have been sent by the King of England to remind the Frenchthat Hudson Bay is an English bay. You are Sir Dudly Pudding of Yorkshire, and youare not afraid of D’Iberville. Your mission is to construct a fort in Hudson Bay that willnot only resist D’Iberville but destroy him completely should he choose to attack you. Ifyou are not careful in your construction and preparations, D’Iberville will insteaddestroy you and weaken the English position in the New World. Your country is at warwith France. Your king needs you. You must not let your country down. You sail toHudson Bay and build your fort. D’Iberville is coming soon. Are you ready for theultimate test?

Fort Building RulesYour design should include three parts:1. An overview and site plan. This plan should illustrate where you will build your fort

and the natural features of the area. The overview should include all the features ofthe fort and the land around it that can be seen from the air. When you constructyour fort be complete. If something is not labeled on your site plan, it does not exist.Use research, map drawing guidelines, symbols and include a legend.

2. The living quarters of the fort. Label and locate where your soldiers and officers liveand work. Include every feature they would need. If something is not labeled, itdoes not exist.

3. A complete list of the personnel with you. You start the game with 500 soldiers.Who else would you need to make your fort work? If someone is not mentioned,he or she doesn’t exist.


How to Play the GameThe teacher gets to be D’Iberville. You ask the students the following questions andeither take away or give them more soldiers depending on if they have thought of theitem in question. Some are straight numbers, some are multiplied by the role of a dice.If a student gets below 100 soldiers, then that is it. Game over for them. Periodicallycheck the number of soldiers the students have left. They need to keep a running count.

Read to studentsThe Battle: You start out with five hundred soldiers. D’Iberville approaches. His ship,the Soleil D’Afrique is bristling like a hedgehog with cannon. A rowboat is lowered overthe side and D’Iberville comes ashore under a flag of truce and gives you the chance tosurrender. This is your only chance to do so. If you do not accept this offer, he willattack and slaughter you to the last man.

“A British soldier never surrenders, especially to you hated French types! May you rotin Hell, D’Iberville!!” you yell from the fort. D’Iberville turns and goes. The die has beencast, the battle begins. You know that reinforcements are on their way. Can you holdout long enough? As soon as you get fewer than 250 soldiers, D’Iberville will stormyour defenses and annihilate you. Good luck!

1. Is your ship safe in a protected harbour or river away from D’Iberville? If it is not -50soldiers. Plus you lose your ship. Even if you win, you are not going home.Yes +10

2. Is your fort at least 75 m from the water?Yes +20No -30

3. Does your fort use natural defenses to protect it and save on building time and cost.No -10 X diceYes +10 X dice

4. Did you clear all the trees away from your fort? These could be used as shelter and tobuild a fort-busting machine.No -10 x diceYes +10 x dice

5. Do you have anyone with you who can speak French?Yes +5No -56. Do you have a strong outer wall to protect the fort?-50 X dice if not+10 if wood+20 if stone+30 if includes earthworks to absorb cannon balls

7. Do you have some booby traps outside of the fort to protect it?-10 X dice if not+10 per trap to a max. of five traps


8. Do you have lookout towers?Yes +20No -20

9. Do you have a single front gate or have you created a double gate?-20 if single+10 if double

10. Are the tops of the wall of the fort pointed to prevent people from climbing over?Yes +10No -20

11. Have you placed guns inside the fort in case the outer wall is breached?Yes +10No -20

12. Do you have a strong place to retreat to if the outer walls are breached?Yes +20No -20

13. Have you placed buckets of water around the fort to put out fires?Yes +20No -20

14. Are the living quarters of your soldiers against the outer wall?Yes -10 X diceNo +10

15. Do you have a kitchen and a storage space for food?No -50Yes +50

16. Do you have a well inside your fort?No -100 X diceYes +5017. Do you have a doctor with you?No -10 X diceYes +10 X dice

18. Does the doctor have an infirmary or hospital to work in ?No -10 X diceYes +10 X dice

19. Do you have cannon?No -100 X dice+10 X dice per cannon to a maximum of 4


20. Do you have an adequate supply of gun powder and ammunition?No -25 X diceYes +50

21. Is your gunpowder stored in a powder magazine? If it is not, you could risk havingyour fort blown up by a spark.No -25 X diceYes +25 X dice

22. Have you dedicated people to load guns and carry powder and ammunition?Yes +20No -20

23. Do you have a blacksmith amongst your crew? (To fix and make weapons.)No -10 X diceYes +25

24. Do you have a carpenter with you?Yes +10No -25

25. Do you have a guardhouse and/or a jail?No -5 X diceYes +5 X dice

26. Do you have a church or chapel?No -10Yes +10

27. Do you have firewood?Yes +25No -25

28. Have you dug toilets?Yes +10No -250. Dysentery wipes out your fort.

29. Do you have an adequate supply of food?Yes +25No -100

30. Did you bring winter clothes in case you won and had to winter there?Yes +25No -25

How did you do?




Assessment Ideas* See the Assessment section for rubrics on the following:• assuming a role*• understanding of subject*• quality of ideas*• visual presentation*• mapping skills

Modifications/AdaptationsGifted/Enrichment• this is an excellent activity for these students• students could research and set up a list of criteria for future students who attempt

this assignment• ask these students to set up another historical scenario such as the North West

Company vs. Hudson’s Bay Company or Montcalm vs. Wolfe

Learning Assistance• have students work in carefully selected groups• break instructions down into a more simple assignment

ESL• good activity for the majority of ESL learners• explicit instructions needed• need more detailed rubric for marking (How to get full marks for plans?)

IRP LinksApplications of Social Studies• defend a position on a controversial issue after considering a variety of perspectives• cooperatively plan, implement, and assess a course of action that addresses the

problem, issue, or inquiry initially identified

Economy and Technology: Europe and North America 1500-1815• analyze reasons for the initial exploration and settlement of North America

Environment: Europe and North America 1500-1815• construct, interpret, and use graphs, tables, grids, scales, legends, contours, and

various types of maps• describe and compare North America’s diverse geographical regions• assess the role of geographical factors in the development of trade and settlement in

Canada and other colonies.


Who’s Who in New France Jigsaw

Jigsaw - The Basic Recipe1. Select data/information set that is large enough to make the task meaningful.2. Divide the set into meaningful and manageable pieces. example - number the data

sets 1-5..3. Divide students into groups. The number of students in each group should equal the

number of jigsaw pieces. These are the learning groups. (5)4. The learning groups number themselves off into expert groups. (1-5)5. The learning group individuals regroup into expert groups. All ones meets around

data set one, all twos meet around data set two etc.6. Expert groups now a) become experts by learning the material and b) prepare to

teach the material to the learning groups.7. The class regroups again into the learning groups.8. The experts take their turn in teaching their assigned data set to their learning


the need for group and individual accountability.

Based on the results of the jigsaw, the next steps in the instructional sequence areplanned. Have one person per expert group present the “consider” material below,then the group can jigsaw specifics (also below).Note: all page references are from Prentice Hall’s Crossroads,

The Jesuit Missions p. 2321. Who were the Jesuits? With whom were they partners?2. Whose idea was it to send Jesuits to New France?3. What made the Jesuits different/more successful than other missionary groups?4. What difficulties did the Jesuits face?5. What was the long term consequence of some Natives converting?

Consider:• The difficulties you face.• The rewards (benefits) of life in New France.• Your feelings about the people (groups) with whom you must interact.• What contributions (positive and negative) are you responsible for?

Coureurs de Bois p. 2341. Who were the coureur de bois?2. Why were the coureurs de bois necessary?3. Were the coureurs de bois legal?4. What did the coureurs de bois use to travel?5. Which two famous coureurs de bois convinced Charles II to create the Hudson Bay

Company?6. Which family first crossed the prairies and established trading posts?



Habitants p. 2401. What two things did life revolve around?2. What type of employment could habitants find?3. How did the living conditions in New France compare to France?4. How did the attitude of the Habitants compare to those of the French peasants?5. The habitants ate a lot of .6. The habitants entertained themselves with .


Women p. 2431. Why were there so few women in the initial years of New France?2. What was the occupation of many of the first women in the colony?3. What religious order did Marie L’Incarnation found in 1668? Why?4. What legal rights were denied women in New France?5. How did women participate in business and the economy regardless of legalities?




Assessment Ideas* See the Assessment section for rubrics.• understanding of subject*• quality of ideas*• group work*• discussion or presentation skills• synthesis of material


Modifications/AdaptationsGifted/Enrichment• extend this with the addition of a web component: 1. each group creates a web 2.

two groups are linked together and become responsible for making one web thatreflects connections between the two groups 3. All groups are brought together tocreate one web that shows connections between all jigsaw groups

• create a dinner conversation between a Jesuit, a coureur de bois, a male habitant anda fille de roi whereby topics of conversation follow the information gathered via thejigsaw


ESL• identify key vocabulary for ESL students

IRP LinksEconomy and Technology: Europe and North America 1500-1815• assess how economic systems contributed to the development of early Canada• analyze reasons for the initial exploration and settlement of North America• analyze effects of colonialism on trade and conflict• assess the impact of the fur trade on exploration and settlement


New France: Creative Storytelling

In this assignment you will be asked to take on the character of a person from NewFrance and to describe the adventures that this person encounters in a story format.You may work alone or with one partner. The story should be 750 words long andshould be typed or neatly hand-written (double spaced) and should have a coverattached. It should include lots of information about all aspects of life in New France,including the following:a) reason your character is in New Franceb) the fur tradec) life on a seigneuryd) the role of the churche) the government structuref) relations of Europeans with the Nativesg) any other details you can think of (famous people, places etc.)

Some suggestions of characters you could be: a coureur de bois or merchant, a priestwith all of the gossip, or a habitant who goes to town, etc.

To prepare for the story you need to web the information and create story boards.



Assessment IdeasSee the Assessment section for rubrics on the following• assuming a role• understanding of subject• quality of ideas• group work• visual presentation• use of language

Modifications/AdaptationsGifted/Enrichment• compare your character from New France with a similar figure from the 13 English

colonies to the south• write this story from the viewpoint of a First Nations observer


Learning Assistance• have students work in pairs• possibly adapt length (reduce)• provide research information• supply a graphic organizer for planning

ESL• very time consuming assignment for these students• would require much direct teaching and support

IRP LinksApplications of Social Studies• plan, revise and deliver formal oral and written presentations

Society and Culture: Europe and North America 1500-1815• analyze the relationship between Aboriginal people and Europeans and explain the

role of each in the development of Canada• describe daily life in Aboriginal communities, New France, and British North

America



The New France Rights Balloon Game

What terrible luck! For a second time, you have been caught on a sinking hot airballoon. In this balloon are 8 rights which the French Revolution brought to France, andthat were later adopted in Canada. Once again, you must throw out rights one at a timeuntil you have none left.

You are to read the list of rights carefully and think about which rights you areprepared to give up and which you want to keep as long as possible. In thinking aboutwhich rights to give up you are to consider which rights are most important to peopleliving in Canada today (don’t forget, those people in Canada include you!) Then, makeyour decisions - without discussion - by putting a 1 beside the first right to be thrownoverboard, a 2 beside the second right to be thrown overboard, and so on. The rightthat remains is numbered 8. Later in class you will compare your list with otherstudents in a group of two and then a group of four.

The Rights Rating

Right to be fairly paid for working (no person should have towork for another for free; there should be no slaves)

Right to representative government (have the government dowhat the people want and what is in the people’s best interests)

Right to change the government (remove a government leaderwhen a majority of the people do not approve of that leader)

Right to equal rights of all people (no person should have specialrights and privileges that they do not earn)

Right to fair taxation (have each person pay taxes according totheir ability to pay)

Right to fair trial (be fairly treated if accused of a crime)

Right to free speech (freely express opinions and ideas)

Right to own private property (own land for houses, farms, andbusinesses)


Follow-up assignment: two paragraphs

1) Write a brief paragraph telling which of the rights on the above list you think is mostimportant to people living in Canada today. No answers are wrong, but you mustsupport your choice of a right with evidence that explains why you think it is mostimportant!

2) Write a brief paragraph telling which of the rights on the list you think is leastimportant. You must support your choice of a right with evidence, as above!



Assessment Ideas* See Assessment section for rubrics:• understanding of subject*• ability to build an argument• ability to prioritize• use of language (persuasion, exposition)*• assuming a role*

Modifications/AdaptationsGifted/Enrichment• rank the importance of the B rights in a pie chart (visual) and then explain why you

gave those proportions• examine the Declarations of the Rights of Man and excerpts from Napoleon’s Code

to uncover rights not in the balloon

Learning Assistance• key visuals are necessary for rights

ESL• this is a good activity for ESL students• provide a graphic organizer for the writing component




role of each in the development of Canada• describe daily life in Aboriginal communities, New France and British North

America• assess how identity is shaped by a variety of factors, including family, gender, belief




Mind Map: New France 1608 - 1755

A Mind Map organizes a variety of information on a related topic in a creative andefficient way. The use of pictures, symbols, colour and labels are essential for aneffective Mind Map.

AssignmentYou will be creating a Mind Map that organizes information about the Colony of NewFrance from Chapter 8 Crossroads ((pp 226-244) and Canada Revisited Chapter 2 (pp 27-33) and Chapter 3 (pp 44-55). Your Mind Map should contain information on thefollowing sub-topics:• The Early Years - Champlain, Missions and the Fur Trade• Royal Government - Absolute Monarchy & The B.I.G. 3• The Seigneurial System versus Life in Towns• Role of Women• The Role of the Catholic Church

*Use New France: 1608-1755 as the title in the centre of your Mind Map.

For more information on Mind Maps, read the following:

From Barrie Bennett and Peter Smilanich. Classroom Management: A Thinking and CaringApproach (1994).

Mind Mapping is a more complex example of a number of similar processes such asbrainstorming, concept mapping, semantic word webbing, clustering, and bubblewriting. Often you will see different labels for the same process. Mind Maps can bedone by individual students or by groups of students. We have seen a mind mapevolving on the wall of the classroom as a unit of study unfolded. All the students in theclass were involved in creating this Mind Map.

Purpose: The purpose of Mind Mapping is to have students graphically organize theirthinking related to a specific topic. It is similar to concept mapping or semantic wordwebs except that Mind Maps also involve images and colour. The pay off for studentsrelates to increased memory and motivation. Students find the process interesting inthat they are encouraged to use colours and draw.

Structure: Mind Mapping begins with a key-concept such as energy, justice, spring,geometry, writing techniques or even a novel that the students have been reading. Thiskey-concept is placed in the centre of a page or chart paper or chalk-board. Studentsnow identify related key-words and then move progressively to less directly relatedwords. Once the map is complete, students can construct chains or links betweendifferent ideas to make connections or understand cause and effect relationships etc.

This activity makes an effective review assignment.




Assessment Ideas* See Assessment section for rubrics.• quality of ideas*• understanding of subject*• visual presentation*• group work*

Modifications/AdaptationsGifted/Enrichment• expect a greater degree of complexity in mind maps• power point presentation of material as an option

Learning Assistance• graphic organizers to make webs rather than mind maps• show samples of finished product before students begin work

ESL• teachers will need to teach/model this a few times• provide examples for these students

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry

Society and Culture: Europe and North America 1500-1815• describe daily life in Aboriginal communities, New France, and British North

America• assess how identity is shaped by a variety of factors, including family, gender, belief



Essay: Beating Enemies and Building Empires

Work with your teacher librarian to set the stage for your students’ completion of thisassignment.

First build a working bibliography and gather the basic background information foryour written response on “The Problems of Beating Your Enemies and BuildingEmpires.”

By the end of the period, a Reference sheet provided will be filled in including at least,two Encyclopedia, four books, and at least three internet URL’s, with the appropriatereferences to the pages required for the essay. (Get this sheet from the teacherlibrarian).

Bring notes on the background of the Royal Proclamation of 1763. The Quebec Act,General James Murray and Guy Carleton will also be scribed as follows:A. What were the Articles or edicts of both of the acts?B. Who were the people and issues the acts were trying to address?C. What were the basic results of the two acts?

Once this information has been gathered, work with students to show them how to usethe data to write an outline and then an essay on the topic. Guide them through thewriting process: pre-write, draft, edit, revise, re-draft, proofread, redraft, present.



Assessment Ideas* See the Assessment section for rubrics.• research skills• understanding of subject*• quality of ideas*• essay writing *

Modifications/AdaptationsGifted/Enrichment• have students evaluate sources for bias (especially in the web sites - students should

try to discover where these sites get their information and how accurate it is)• students examine the Royal Proclamation of 1763 and the Quebec Act in relation to

First Nations land claims and the separatist movement in Quebec


Learning Assistance• provide key visuals or provisions for the Quebec Act and the Royal Proclamation• provide graphic organizers for the outline

ESL• very time consuming for these students• students will require lots of support (graphic organizers, etc.)




Politics and Law: Europe and North America 1500-1815• define colonialism, imperialism, and nationalism• analyze factors that contribute to revolution and conflict

Economy and Technology: Europe and North America 1500-1815• analyze effects of colonialism on trade and conflict


Design an Exam for Canada Revisited Ch: 4

Using the information in chapter 4 of Canada Revisited, pp. 58-86 you are going to makeup a 100 mark unit exam. You are also going to provide the answers for this exam.

The exam will have questions drawn from each of the seven topics that we identified inclass (Conflict between Britain and France, Struggle to Control Fur Country, Struggle toControl Atlantic, Acadia, Final Struggle, Points of View, British Military Rule)

You will include the following kinds of questions and answers:• 30 marks: Simple recall and answer: True or false, multiple choice, fill in the blanks,

mix and match, etc.• 30 marks: Short answer: One sentence answers, definitions, vocabulary words, etc.• 15 marks: 3 short paragraph answers worth 5 marks each: ex. “What would the

Habitants have worried about after the Battle of the Plains of Abraham”. Thissection will provide a student with the ability to both display their memory andtheir ability to explain concepts.

• 25 marks: Essay type question. Ex. “How did life change for the Canadians after1759”. Think about the “Big Picture” concepts that go through the entire chapter.

Time: 2 class periods. You may work with a friend but everyone will turn in anindividual test.

Answers will be on a separate piece of paper.

Textbook Links• Canada Revisited (Arnold Publishing) Chapter 4


Assessment Ideas* See Assessment section for rubrics.• understanding of subject*• quality of ideas*• multiple choice alternatives• use of language* (clarity)


Modifications/AdaptationsGifted/Enrichment• give students a copy of Bloom’s Taxonomy and ask them to prepare upper level

questions• have students prepare a board game that covers the same material

Learning Assistance• encourage students to submit a group examination

ESL• provide models of the question types

IRP LinksApplications of Social Studies• plan, revise, and deliver formal oral and written presentations


role of each in the development of Canada• describe daily life in Aboriginal communities, New France and British North

America

Politics and Law: Europe and North America 1500-1815• define colonialism, imperialism, and nationalism

Economy and Technology: Europe and North America 1500-1815• assess how the economic systems contributed to the development of Early Canada• analyze reasons for the initial exploration and settlement of North America• analyze effects of colonialism on trade and conflict• assess the impact of the fur trade on exploration and settlement


American Revolution: Two Points of View

The people of the Thirteen Colonies and the British government had different points ofview for many years. Please take the side of the colonists and the side of the British inexpressing your opinions, comments, insults, threats and what you think actuallyhappened.• You can do these “opposite” views as interviews or as letters to the editor.• You can work on own or with a partner.

Topics are as follows:A. Intolerable Acts or Boston Port Bills (1774)B. Trade and navigation Acts (1660 - 1668)C. Stamp Act (1765)D. Townshend Acts (1767)E. Tea Act (1773)F. Quebec ActG. Boston Tea PartyH. The engraving of the Boston Massacre done by Paul Revere (text...page 16)I. Benjamin FranklinJ. George WashingtonK. George IIIL. Battle of Lexington and ConcordM. Battle of Bunker HillN. John Paul JonesO. British armyP. Continental army

Student sampleA) Intolerable Acts:Colonist: “This time those British have gone too far. They’ve pushed us just a little toomuch. Well we won’t stand for it much longer. We staged a simple protest to expressour view and they completely took away all our rights. We won’t stand for this muchlonger, I tell you.

British: “I think that the colonists deserve their punishment. Who did they think theywere defying us like that? Well, I’m glad they’ve been forced to live under military rule.Serves them right. England has helped the colonies to survive for years and this is howthey repay us? By insulting us by rejecting the thing that England uses almost as asymbol? They deserve to suffer.”

B) Boston Tea Party:Colonist: “This time we’ve really shown those over-powering Britons who’s in control.How did they ever think that they could let us self-govern for this long and thensmother us in taxes and expect no complaint? Dumping the tea in the harbour shouldmake them finally get the message. We don’t want or need their taxes or rules.”

British: “How dare they? We’ve protected and sheltered the colonies way too much. It’smade them insolent and egotistical with all their independence. Well now, we’re just


asking for a little something in return. They think that they’re all so high and mighty, asif they had fought a thousand wars to gain their freedom! Now we’re going to have touse force and punishment to straighten them up”

Textbook Links• Canada Revisited (Arnold Publishing) pp. 94-95• Crossroads (Prentice Hall) pp. 294-311


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• assuming a role• presentation of ideas

Modifications/AdaptationsGifted/Enrichment• students write letters to the editor (Boston Globe) c. 1775; the letters should display a

bias towards a particular point of view• have students write a secret report for the British Colonial Office or a minuteman

select committee• debate: students take on the role of George Washington vs. Mad King George

Learning Assistance• create a graphic organizer like the following to help these students

Topic British Point of View American Point of ViewStamp ActEtc.

ESL• idiomatic language could be difficult• some students may have difficulty expression opinion• provide suitable language for students to use• beginners could draw cartoons instead of writing a letter to the Editor• organizer could provide basis for writing

PRO CON


IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• assess the reliability, currency, and objectivity of different interpretations of primary


Politics and Law: Europe and North America from 1500-1815• define colonialism, imperialism, and nationalism• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French and American revolutions in the



The Battle of Bunker Hill and Bias

BackgroundThe British began colonizing what we now know as America in the 1600s. As timepassed, the colonists began to lose their ties with England. They were developing anAmerican “identity” and did not believe their distant king understood their uniqueconcerns. They were angered by two main issues:1. Representation (the colonies had no representatives in the English Parliament)2. Taxation (the colonies felt England had no right to take their money since they had

no representatives in government)

ConceptsPerspective: The way you view the world, based on your upbringing, experiences andpersonal values.Point of View: The opinions you develop. They are formed based on your perspective.Bias: Your point of view is unfairly prejudged because of your preference for oneperspective over another.Fair-Mindedness: One’s observations and opinions can be from a point of view thatgives consideration to other perspectives.

Main EventsCan you tell from which perspective the following events are described? How can youdecide?1765 - Stamp Act1770 - Boston Massacre1773 - Boston Tea Party1774 - Intolerable Acts1775 - War breaks out

The Battle of Bunker HillHere are the facts of the Battle of Bunker Hill• It happened on June 17, 1775.• The British attempted to claim a strategic position near Boston.• The Americans set up defenses with 1200 men on Bunker Hill to stop the British.• British warships bombarded the Americans.• British troops attacked twice but were unable to move the Americans.• 1400 new British soldiers arrive and hand-to-hand combat occurs.• The Americans slowly retreat.• The British gain the ground but lose 1150 men. The Americans lost less than 400

men.

Assignment• Write a fair-minded account of the Battle of Bunker Hill.• Options: Write a biased account from either the American or British perspective.


Textbook Links• Crossroads (Prentice Hall) pp. 306


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of ideas• use of language• assuming a role

Modifications/AdaptationsGifted/Enrichment• students examine other examples of contemporary artwork to discover bias (such as

Wolfe Dying on the Plains of Abraham, Joseph Brant at the Court of St. James or anypainting featuring Napoleon)

Learning Assistance• students will write an account of the battle; some may want to demonstrate bias

ESL• pre-teach bias, perspective and other key vocabulary• provide a grid-type graphic organizer

Point of View American Neutral British

EventEventEvent


and secondary sources• defend a position on a controversial issue after considering a variety of perspectives• plan, revise and deliver formal oral and written presentations

Politics and Law: Europe and North America 1500-1815• analyze factors that contribute to revolution and conflict


American Revolution Timeline

You are to make a dynamic, powerful and visual timeline on the American Revolution.Include background information such as• a map showing the location of the thirteen colonies• how each colony originated• how colonies were faring before the war• how they were governed• their resources and trade activities

Include causes such as• taxation issues• acts (navigation, stamp, intolerable, sugar, proclamation of Quebec, etc.)

Include battle information such as• famous battles like Lexington, Concord, Bunker Hill, Yorktown, Long Island,

Monmouth, Montreal and Quebec• battle strategies such as Washington crossing the Delaware River at night, who

participated in the battles, casualty statistics, illustrations of the various forces’uniforms and weapons

• who the heroes were on both sides, but especially the American side (write a shortbiographical paragraph for at least one of them)

Include famous and relevant quotations, songs, ballads, poems, and/or prayers

Include appropriate decorative embellishment like colour (red, white and blue), glitter,ribbons, medals, pictures, etc. Be creative!

Specific Guidelines are• includes at least one map• contains a minimum of 15 dates• includes references to the Declaration of Independence, the Paris Treaty, the

Constitution of the USA and the Bill of Rights• events must match with corresponding dates• 5 of the dates/events have additional symbols, pictures, sketches, drawings, photos,

etc. (no words here)• 5 of the dates/events have one or two paragraphs of written explanation including

names of people, location, causes, effects, etc. (these can take various forms such asletters, diary entries, pamphlets, storybook, cartoon, song or poem)

• includes a profile on at least one famous American (possibilities include GeneralHenry Knox, Marquis de Lafayette, Benjamin Franklin, Benedict Arnold, EthanAllan, John Paul Jones, Thaddeus Kosciuszko, General James Abercromby, BaronVon Stueben, General Montgomery, Green Mountain Boys, John Adam, Sam Adam,John Smith, Nathan Hale, Thomas Paine, Thomas Jefferson, Mary McCauley (MollyPitcher), General Henry Clinton, George Washington)


Textbook Links• Canada Revisited (Arnold Publishing) pp. 94-95• Crossroads (Prentice Hall) pp. 294-311


Assessment IdeasSee the Assessment section for rubrics on the following.• visual presentations• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• perfect for Power Point presentation• have students create a criterion-referenced marking system for the project that is

then used for self assessment or to class-evaluate all the projects

Learning Assistance• there is far too much detail here for these students; simplify the assignment to a

straight forward timeline of the American Revolution (pick and choose what youwant them to do)

ESL• this is a good activity for ESL students

IRP LinksApplications of Social Studies• plan, revise, and deliver formal, oral and written presentations




Loyalist Journal

The purpose of this assignment is to create a Loyalist account of events between theyears 1776-1790. You will need to assume the role of a Loyalist who has gone to Quebecor to Nova Scotia. Your first journal entry should explain events in the ThirteenColonies, why you felt compelled to leave and what you were leaving behind. Yoursecond journal entry should detail your voyage to British North America and what youencountered upon your arrival. Your third journal entry should explain how you areadjusting to your new home. As well, a hand drawn picture of events described needsto accompany each journal entry. These pictures need to be large enough to fit an 8 1/2x 11 page. Each of the journal entries should be one page typed for a total of threepages (double-spaced).

Textbook Links• Crossroads (Prentice Hall) pp. 309-311; p. 315


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of ideas• visual presentation

Modifications/AdaptationsGifted/Enrichment• students could write as an English loyalist, a First Nations loyalist (such as Joseph

Brant) or a Black loyalist (escaped American slave)• write as a French Canadian habitant to English migrants in Lower Canada

Learning Assistance• students will need notes on each journal entry• a sample of a finished journal entry will be helpful for these students

ESL• have students do this in partner• pre-teach key vocabulary



Politics and Law: Europe and North America 1500-1815• define colonialism, imperialism, and nationalism• analyze factors that contribute to revolutions and conflict• analyze the contributions of the English, French, and American revolutions in the



Dinner Party

You are to invite 10 to 12 people to your home for a dinner party. The guest list is toinclude people from history between 1500 and 1815, literary characters and people thatare alive today. Your selection is to be the most interesting you can think of for bothyou and your guests. An explanation of who your guests are and why you selectedthem must be written up.

A menu that would be appropriate for your guests is necessary (one that will satisfy allof your guests). A diagram of the table and where you will have each of your guestsseated is also required. I will sit at one end of the table and you will be at the head of thetable. Explain your reasoning for the locations of the guests at your table.

Textbook Links• not applicable (or whole textbook)


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• visual presentation

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students• these students could propose a big question for the dinner party such as what is

justice? (And provide the answers the guests would contribute)

Learning Assistance• select ten to twelve people from a list to invite• provide resources on the famous people

ESL• this needs quite sophisticated learners• ESL students will need more specific directions - perhaps give lists of people for

students to select from


IRP LinksApplications of Social Studies• cooperatively plan, implement, and assess a course of action that addresses the

problem, issue, or inquiry initially identified


Canada Assignment

Map #1Please place on an outline map of Canada the following items:1. the provinces and territories2. the capital cities of the provinces and territories3. any other large cities that are not capitals (ex. Vancouver)4. the Great lakes and Great Bear, Great Slave, Winnipeg and Athabasca lakes5. Hudson Bay6. James Bay7. the Pacific, Atlantic and Arctic oceans8. the Mackenzie, Fraser, Peace, Athabasca, Red, Saskatchewan, and St. Lawrence

rivers9. the Rocky and Laurentian mountains

Map #2Please place the following items on the map with symbols and a legend1. Canada’s major mineral areas2. Canada’s agricultural areas3. Canada’s major manufacturing areas4. Canada’s major electrical power generating areasYou are also to write a paragraph describing these areas.

Province ProjectEach group will be responsible for finding these things about their province and puttingthem into note form:1. population, size, languages, religions, cultures2. major cities, major geographical features, weather (climate)3. points of interest for the traveler - things to see, things to do, festivals, special events

etc.4. any other interesting stuff you can find (flower, flag, animal, bird,...)5. explain how the geography contributed to that province’s historical trade and

settlement development

Once you have completed the notes, you will be asked to make a poster representingwhat you have learned about your province. The poster and your notes will bepresented to the class.




Assessment Ideas* See the Assessment section for rubrics.• mapping skills• visual presentation*• group work*• understanding of subject*• quality of ideas*• use of language*

Modifications/AdaptationsGifted/Enrichment• a parallel assignment for a third world country could be done (map #2)• students working in pairs could compare two maps• provincial project - regional focus - students compare regions (west, central, north,

Maritimes, etc.) instead of individual provinces

Learning Assistance• choose groups carefully so these students are supported

ESL• provide graphic organizers for Province project• option: instead of province, could be regions

IRP LinksEnvironment: Europe and North America 1500-1815• construct, interpret and use graphs, grids, scales, legends, contours and various

types of maps• describe and compare North America’s diverse geographical regions• assess the role of geographical factors in the development of trade and settlement in



Topography Assignment

Humanity has struggled to adapt to nature and the physical landscape that is our home.Your task is to create a new 3D world.

Include a clear representation of elevation:• sea level to 100 m• 101 m to 200 m• 201 m to 300 m• 301 m to 400 m• 401 m to 500 m• above 501 m

Include a minimum of 3 physical features:

Include a minimum of 5 cultural features:



Assessment IdeasSee the Assessment section for rubrics on the following.• visual presentation• mapping skills• quality of ideas

Modifications/AdaptationsGifted/Enrichment• done on computer• topography assignment could be designed to fit a particular theme or specific time

period or piece of literature

Learning Assistance• provide samples for these students to see before they begin work• provide step by step (expanded) instructions that have examples


ESL• good hands-on geography project• teach vocabulary relating to physical features, cultural features• marking guidelines needed

IRP LinksEnvironment and Technology: Europe and North America 1500-1815• construct, interpret and use graphs, tables, grids, scales, legends, contours and



Personal Annotated (Pop-Up) Map

Your assignment is to create a map of your personal history and travel experiences.Using a world map create an annotated map that shows the following:• Where are you from? (country, province/state, city/town)• Where is your family from? (country, province/state, city/town)• Where have you traveled?• Where would you like to go or live? Why?

(you may want to consider using a smaller scale map, such as Canada, as a “blowup” orinsert map if most of your experience is from that region)

In addition to showing the locations on the map, include annotations (think - “Pop-UpVideo on MTV”).

For example...

If you traveled to London, England, include in your annotation when you went, whoyou went with, an interesting event on your trip (i.e. you lost your little sister andhaven’t seen her since!) or any other important information.

OR

If your family was from Norway originally, show the location, when they came, whoemigrated (you? parents? grandparents?), where did they arrive? how did they gethere?

Each location or major area on your map must also include the name of the country,the capital city and any major bodies of water that are nearby.

For each location on your map, you must include a visual representation of thatlocation. For example, if you were in Paris, you might include a picture of the EiffelTower or the L’arc de Triumphe, or the Palace of Versailles. You may use drawings,photographs from home or old magazines, etc. on your map.

Consider ways you can make your map “three dimensional.” Your map will beevaluated based on its geographical accuracy, creativity, neatness, and completion of allelements (the location, the anecdote, the visual representation).

Textbook Links• Not applicable



Assessment Ideas* See Assessment section for rubrics.• visual presentation*• understanding of subject*• mapping skills

Modifications/AdaptationsGifted/Enrichment• map should include where to plan to go after graduation - must include sites of

literary, cultural and historical significance and students should explain why theyselected these particular spots

Learning Assistance• great visual exercise for these students

ESL• good link to beginning of course• ESL students will need a model of the finished product

IRP LinksEnvironment and Technology: Europe and North America 1500-1815• construct, interpret and use graphs, tables, grids, scales, legends, contours and



Semester-End In Class Essay

For the final exam, you will be writing an in-class essay on one of these three topics.You will have two hours to complete the essay and must be present for a minimum ofone hour.1. Describe the impact of one of the revolutions you have studied on the world at the

time it occurred and on the world since then.2. Describe the origins of the problems between the English and French in Canada and

explain how this conflict is still having an impact on our country today.3. Describe the culture of a First Nation group and explain how their culture was

defined by their physical location. Considering the information you have gathered,is the position of and image that First Nations have today a fair one?

You will be allowed to bring in a flash card with notes on it, but it must not contain fullsentences. Any card with anything other than notes will be confiscated before the in-class essay begins.

Your essay will be marked on structure, content, analysis and style.



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• use of language• expository essay

Modifications/AdaptationsGifted/Enrichment• ask students to correctly foot-note their sources• students may bring in literary sources as well as historic data to back their

conclusions


Learning Assistance• provide graphic organizer for outline• arrange for planning prior to writing• adapt length of essay topic (reduce)• suggested essay topic: “life as a coureur de bois”

ESL• good only for higher level ESL students; others will be overwhelmed• allow translations, outlines, etc.• criteria for marking should be provided ahead• allow more topics with one or two paragraph answers as an alternative to a full

essay on one topic

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry

Politics and Law: Europe and North America from 1500-1815• investigate the roots of Canada’s political and legal systems, including the

development of two legal systems from two cultures• evaluate the changing nature of law and its relation to social conditions of the times

Environment: Europe and North America from 1500-1815• assess the role of geographical factors in the development of trade and settlement in



A Unit on Revolution

NOTE: The following pages outline a full thematic unit on the topic of revolution. Because it is afull unit, rather than a single lesson or activity idea, the usual format of assessment,adaptations/modifications, and textbook links is not provided. Unless otherwise stated, all pagereferences are to Prentice Hall’s Crossroads textbook.

Using the English, French and American Revolutions to guide them, students willinvestigate how revolutions occur in society. Through their studies they will come tounderstand the basic nature of a revolution, especially how revolutions occur and theresults they are able to accomplish regarding democracy.

20 classes will be devoted to the students’ exploration of revolution, beginning withsome lectures and guided readings, and developing into a student-led inquiry as theycompare the three revolutions.

Video Resources (ensure your school has the correct viewing license before showingthese films in class)• 100 Most Influential People of the Millennium (Gutenburg) - A&E• Cromwell• English Civil War - Knowledge Network

Lesson 1: Introduction to Revolution• ask students of examples of teenage rebellion - What causes it? What is the worst

kind of rebellion? - do they have specific examples of self or others that they know?(10 minutes)

• hand out rebellion chart and fill it in together with information from discussion -title: teenage rebellion (5 minutes)

• have students prepare the second column for a personal rebellion (5 minutes)• tell students we will be looking at an example of a violent rebellion from recent

times (Israeli/Palestinian conflict from Oct. 2000 as example). Teacher readsnewspaper article, students follow. Students stop the reading and make suggestionsfor insertion in the chart in the third column (45 minutes)

• conclude by drawing parallels between personal and political rebellion (5 minutes)Teen Ideas on Rebellion Personal Examples World Examples

Parallels • introduce concept of “learning log”, show requirements for presentable work - pen,

name, block, date

Homework: (optional) have students write a Learning Log to explain what theyunderstand about personal and political rebellion. Use the following prompts toenhance their thinking:• Today we read/talked/learned about ...• I think _____ about the topic of rebellion because ...


• This reminded me of ...• One question I’m thinking about is...• I would describe the issues as ...

Lesson 2: Introduction to Modern Democracy - Charter of Rights & Freedoms1. Discussion (5-10 minutes)• ask students what they think democracy means and record their “correct” answers

on chart paper for later use - encourage with questions to draw further responses -they should come up with: voting, various rights, equality, freedoms, etc.

• what are the benefits of democracy? - record• are there any negatives? - record

2. Group Activity (30 minutes)• give students a copy of the Charter of Rights and Freedoms and informally separate

them into groups of 3 to read through it• each group is assigned 3 to 4 sections of the Rights (see below), and will prepare a

chart to show the following:• the major heading for the rights and freedoms (some may be working from

2)• paraphrase the item as briefly as possible• suggest corresponding responsibilities• make a note of why they think this right was included (purpose)• what does this right say about Canadian values?• do they consider these rights to be important?• do they think there might be times when these rights should be limited?• be prepared to tell the class about the right

3. Group presentations (20 minutes)• in order, the groups will present their information to the class• this is likely to go over to the next class

4. General discussion• what do they think is the purpose of this Charter?• do they consider any of the rights listed as more/less important and why?• how does the Charter affect them personally and what might change for them if

Canada lost the Charter?• do students in school have all these rights at school and/or at home?• do you think these rights should ever be limited? - i.e., where might a person lose

the freedom of speech?

Group breakdown (8 groups)1. Trudeau quote & Sections 1 & 22. Sections 3 to 53. Sections 6 (1 & 2), 7 to 104. Sections 11 (g & optional) to 145. Sections 15 to 196. Sections 20 to 23 (all)7. Sections 24 to 278. Section 28 to 32 (all)


Lesson 3: Introduction to Causes of Revolution in History1. Reading and Using a Text• Carefully go through Chapter 9, p. 250, reading interesting bits, describing features

of text, etc. (15 to 20 minutes)• Have students turn to the unit one double page (p. 1) and read to them, while they

follow. Then, provide a short introductory lecture on the end of the Middle Agesand the changes to government, economy, philosophy/religion and science

• make groups of four and assign the reading of the section for each group member -# them off, and assign one of the 4 to that number - students to read and write aparagraph explaining the main idea of the double page

• Have a class discussion of the findings - teacher records large web on white board,based on information provided by students; students copy the web into theirnotebooks

2. Look at Revolutionary Activity in History• introduce that we will be looking at some events in the history of England during

the 1600s - start by looking at the primary source on Crossroads p. 18 (James I) Whatcan they tell about James I from this picture? Can they learn anything about Englishsociety from this picture? What do you think it means to have an official portrait fora king? Would this be a good one?

• brief lecture to encompass the history of the Magna Carta and the time of itsimplementation; absolute monarchy and the Divine Right of Kings; parliament;stratification of society - peasants, bourgeoisie, aristocrats

• assign reading of pp. 20 to 23; 26 to 29

3. Role of Religion in Society• discuss the role of religion in society - emphasize importance, way of life, etc.• ask students whether they’ve learned anything about society, which could cause

rebellion - list on overhead - they could work with a partner to come up with acomprehensive list of grievances on behalf of the English people

• Homework: assign readings of p. 29 to 35

4. Revolution Chart• create a Revolution chart that compares the French and American Revolutions and

the English Civil War• assign students to find the information for the French and American Revolutions

and the English Civil War• readings: pp. 59 to 67 and 299 to 304 (must complete chart in point form)

The purpose of this assignment is for you to gather information on the French andAmerican Revolutions, so that you can compare them to the English Civil War. Inorder for you to do this, you will do two things:1. answer the questions which go with the readings, using full sentences and as much

information as you can find2. add the list of grievances onto your revolution chart - keep them brief and choose

the most important ones, so you have room


Questions - French Revolution - pp. 59 to 67• List the evidence given by the text to show that a French peasant’s life was hard.• List the evidence to suggest city workers had a hard life.• In your own words, write a paragraph to explain who the bourgeoisie were, why

you think they were important to France’s economy, and the challenges they faced.Conclude your paragraph by explaining why the people might get frustratedenough to challenge the government.

• Why was Louis XIV known as the extravagant “Sun King”? How would hisextravagances create hardships for his subjects?

• Louis XIV reigned France as an absolute monarch for 72 years. How might thiscause a problem for his successor (the next monarch)? [The answer is not in thebook - you must use your own imagination]

• What were some of the reasons for France being on the “brink of disaster” at thetime of Louis XVI? (This means, at the time Louis XIV died, why was France on thebrink?)

• The French Revolution occurred during Louis XVI’s reign. After reading pp. 64 and66, write a paragraph to explain in what way he was responsible for causing arevolution in his own country.

Questions - American Revolution -pp. 299 to 304Background Information - It is a little unnatural to look at the American Revolutionwithout looking at the history of North America, but our goal is to simply look at thegrievances and the revolution itself. It will help you to know a few things, however.

On the map on p. 299, you can see that the first “American” colonies were on the eastcoast of North America. The British had begun bringing settlers to these areas in the1600s and, by the late 1700s, the colonies were well established. The people had beenthere long enough to begin considering their place as citizens of America, rather thanBritain, and the way Britain treated them became irritating. The purpose of a colony isto supply resources to the “mother country” - for example, fish, timber, minerals, etc.The people who live there are simply instruments and their purpose is to work hardand deliver the resources. It is very common for colonies to want independence andthe Americans were the first to fight for it.

By the 1760’s, Americans were wanting to expand the size of their landholdings east ofthe red line on the map. There were too many farmers in the small colonies, and it wasnecessary to take over more land. This land, of course, belonged to the natives, and theRoyal Proclamation in the first section, is the law that acknowledged native ownership.The English Americans were angry that Britain would not make decisions in theirinterests.• Why do you think the Royal Proclamation could be an indirect cause of the

American Revolution? (Hint: Who would be angry and why?)

The Quebec Act is considered to be one of the causes of the Revolution. Although thereferences to how Canadiens feel about it are not relevant, read through it to determinewhat was causing problems for the Americans. For your information, an electedassembly is a form of government where people elect individuals to represent them ina parliament - it is the first step in democracy.• In your own words, explain why the Quebec Act was intolerable to Americans.


• Why did the leaders of the Americans find it difficult to oppose the British?• Explain the “close links” the Americans had with Great Britain, both on a personal

level and a business level (economics).

Notice as you read pp. 302-4 that the Americans are quite different from the English inthe 1640s and the French in the 1770s.• What is so different about them as people? (Think in terms of class, money, land

ownership, leadership and any other ways you think they compare).• The Americans are furious that they are being “taxed without representation”.

Make a list of taxes that help to increase American frustration. Write a little bitabout each tax in your own words.

Lesson 4: Using Primary Sources (Ch. 3 in Crossroads)• Begin by talking to students about the importance of primary sources & what they

are - historians, reliability, etc.• Go over the hand-out from Crossroads on how to look at them - discuss bias, and

importance of corroboration (and looking for it)• Go through the Eyewitness Account on p. 60 - give students lots of opportunity to

offer suggestions - go through and answer the questions together.• Turn to p. 81 and discuss the fact that paintings are also primary sources. Look at

these paintings together and discuss what we can learn from paintings done at thetime. Tell students that the study of fashion is also important as the clothes worn inany time period tell us about the lifestyles and ideals of the people. Working with apartner, read the material (including under the pictures), and answer the abovequestions.

Lesson 5: Using Maps to Understand History1. France• The purpose of this activity is to make hypotheses by reading maps, not to replicate

them. Ask them questions, and point out physical features.• Testing A Hypothesis Using Maps (p. 56/57) - introduce the lesson by telling the

students they will be learning about the different agricultural regions of Francebecause at the time of the revolution, France still had a largely peasant culture.While the cities were also growing, and the workers had their issues, the peasantsalso were economically vulnerable - sometimes they had a difficult time feedingtheir families.

• Our unit is about revolution, so everything we do points back in some way to thetheme of revolution - using these maps, we might ask questions such as: What areais probably the most populated (Paris, of course)? Where will the peasants be themost frustrated and the most likely to rebel (linked to poverty, for example)? Weare hypothesizing in this lesson and the connections need to be made.

• Read the short section on the Regions, p. 56 - to the students while they follow along• Tell the students we’ll be using the maps on pp. 57-8. Go over them visually first -

point out the geographic regions in relation to the agricultural crops, etc. - ask themquestions about what they’re looking at - make them familiar, so when you startreading, some of the information will “click”


2. The Thirteen American Colonies• In this lesson, students will complete a map of the Thirteen Colonies, and learn

about the land problems they experienced, compared to the French and Englishpeasants.

• Read over the information with the students, stopping to look at the map when it isreferred to. If there are questions, discuss these land issues with the students - theyshould understand that, while the Americans had quite different livingcircumstances than the French, their land issues were also real. They were a muchmore independent group and wanted to improve their circumstances in their chosenland. They had few moral issues about moving into Indian territory and pushingthe natives further west - they felt also no obligation to the First Nations groups.

• Note: Students will have difficulty putting the colonial borders in - make sure theystart with the red line of the proclamation, using the rivers - then, they should startin the north, with Maine and do their best.

3. The Thirteen Colonies - LocationBackground Information• Unlike the French, who had a finite piece of land (France) within which to work, the

Americans had physical access to an infinite amount of land (or so it seemed at thetime). While the land problems of the French peasant were that they did not owntheir land, and they had to give their produce to the landlord as rent; those of theAmericans were different. The Americans owned their own land, and werepermitted to sell their crops on the open market. They had to pay taxes to the Britishin cash, from their earned income (which may or may not have been quite rich,depending on the amount of land they owned).

• The problem facing the Americans was their colonies were very small and getting“full” in terms of large properties for farming. The Americans wanted to earn moremoney from their land, and they wanted more land available for newcomers or forthose who wanted to move to a larger piece of land.

• If you look at the map on p. 299, you will see the red line to the west of the colonies.This red line shows the beginning of the territory granted to the Indians of easternNorth America by Britain. There is also a natural barrier at this location, betweenthe American and native territory. That natural barrier is the Appalachianmountains (more like hills by our standards), and these effectively separated thetwo groups. The Americans wanted to expand into that territory as it was greatfarm land. Unfortunately, there was also great hunting and fishing in the OhioValley, which is why the natives were so intent on keeping it. Their way of lifedepended on that land, and they took sides in the American Revolution, hoping thattheir allies (whether British or American) would repay their loyalty with a guaranteeto their land.

• In and around the Appalachians, Americans and natives sometimes cooperated andshared, and other times fought fiercely for territory. Natives burned farms andkilled families, and Americans hunted the natives in order to protect themselves. It’snot hard to imagine the frustration and terror of the American frontier life. It’s alsonot hard to imagine how threatened the natives felt about the proposed expansionof the American territories.


Map of The Thirteen Colonies, 1763Give students a blank map to duplicate the map on p. 299. Instructions:• work carefully in very light pencil, using the rivers as your guide, to draw in the

western boundary of the 13 Colonies. Make sure your title is neat and straight.Add the following:

• starting at the northern colony (Maine), carefully pencil in the colony lines• number the 13 Colonies beginning in the north, and make a very neat legend to put

their names in the bottom right of the map• label the 5 Great Lakes (abbreviate “Lake” - L. Superior)• label the Native territory and Spanish Louisiana• label the Gulf of Mexico and the Atlantic Ocean• use colour to enhance your map but do not colour or “fringe” the ocean

Lesson 6: PhilosophyPhilosophy pp. 48, 68-72• discuss the primary source exercise from p. 81 - What did students learn about

fashion in the French Revolution?• connect to fashion today - especially in terms of mobility - in 100 years, what will

people be able to say about the way people dressed at the turn of the 20th century?• how does our clothing reflect our “ideals”? (ideals are the ideas we have about the

nature of people and life - we don’t think of these when we get dressed, or choosewhat to buy in the store, but they are there nonetheless)

There are people in the world who spend their lives working with ideas about howhumans function in the world, what they value, who they are. They are philosophers.Move on to discuss philosophy:• Readings: p. 48 (Locke), pp. 68 to 71 (Enlightenment, Rousseau, Voltaire,

Montesquieu)• the kings of England and France were absolute rulers - they believed without any

doubt that they had the right to rule as they did - their subjects were there for thebenefit of the Monarchs and the aristocracy, a class of people favored by God

• this is a belief system, where the monarch believes they are appointed by God, andtheir subjects are put there for their purposes - the lives of the subjects are largelymeaningless, and subjects can be expended - if landlords want their land back, theysimply tell the peasants to leave and have no further concerns about what happensto them

• around the 17th Century, philosophers began to question this practice, and with thehelp of the printing press, were able to write and distribute their ideas - they wereable to read each other’s work no matter where in Europe - and they argued backand forth in letters and articles

• philosophers mostly considered the state of humanity - What does it mean to behuman? Why are humans different? Are people good or bad when they’re born?Do they have some rights that are “natural”? Is there a god?

• ask students if people are born good, and become bad later (or vice-versa)? Makesure students support their answers with evidence

• have students research Hobbes and Locke and discover what these twophilosophers thought on these issues. Have them create a comparison chart forthese two thinkers. (Part of the research can include reading the primary source on


p. 48. Have students re-write it in their own words and explain how it reflects JohnLocke’s beliefs. They should also decide which side Locke fought on in the EnglishCivil War and explain how they know).

Read pp. 68 to 71.• How were middle class French women important to the spread of ideas?• How did the philosophers generally view religion? What did they see as the

problem? [hint: what is the difference between knowing and believing?]• What were the ideas the philosophers had about government (monarchy), which

threatened King Charles and King Louis XVI?• Would you consider yourself more a follower of Rousseau or of the skeptics?

Explain why you think so? (from page 71)• Have students prepare a collage of clippings and pictures for question 2 on p. 72.

Basically, this is looking at Rousseau’s ideas about the idea of nature, and the morescientific philosophers who wanted to depend on science

Lesson 7: Events of the RevolutionsReadings:• pp. 35 to 43 (English Civil War)• pp. 72 to 76 (French Revolution)• pp. 305 to 306 (American Revolution)

Revolution: events leading to a great change: may be peaceful (through discussion) orviolent; 2 types of revolutions are:1. social revolution: i.e., the birth control pill caused a revolution for women because it

allowed them, for the first time, to choose whether or not to have a family - womenwere able to achieve a different place in society as a result - their roles changed

2. political revolution: the violent or peaceful overthrow of one government foranother, as in the French Revolution

We are looking at 3 examples of revolutions that evolve quite differently. All influencedthe rise of democracy:1. England: fights a civil war - king and parliament each mount armies and fight

organized battles at various locations, using soldiers, military technology andstrategy. Englishman killing Englishman - king beheaded Two groups of peoplewithin a country go to war against each other, using organized armies and militarystrategy (though it may not be sophisticated) - at the end, there may or may not bechange, depending on who wins the war, but all the people must continue to livetogether in that place

2. France: the French rise up against the government - street mobs storm the Bastille,where political prisoners are kept; later they attack any person or family they deemto be a supporter of the monarchy, and kill them at the guillotine- huge numbersslaughtered - king beheaded

3. The United States: in the Thirteen Colonies, colonists rise up against the imperialistnation, Britain - they take their country to independence by fighting a war againstthe occupying British army - British and their supporters are sent out of America atthe end


Use video - Knowledge Network: English Civil War, which recreates the battle &discusses causes & results - have students watch for fighting methods. Post-viewingdiscussion around grievances, & evaluation of success.

Read pp. 35 to 43 (English Civil War)• How long did the war last?• Who were the “Royalists” or “Cavaliers”?• Why did Charles have to win the war in “the early stages”?• Explain who Oliver Cromwell and the “Roundheads” were? Why are they

important?• Make an organizer comparing the Puritans & the Presbyterians. Use the following

headings: beliefs about churches, beliefs about Charles II, relationship withinParliament

• What were some of the demands women made during this time period? Howsuccessful were they?

• Why did the Rump Parliament charge Charles II with treason? What definition oftreason did they use? What was revolutionary about this charge? Why was thecharge absurd?

• How did England become a Commonwealth? What is that and why was theredisagreement about it?

• Cromwell takes control of England after the Civil War, because Parliament is tooweak to rule the country. Which groups are likely to become the enemies ofCromwell (or even England) as a result of his actions? Why?

Read pp. 302 to 306 (American Revolution)• What were the two sides in the American Revolution? What were the demands and

expectations of these two sides?• How did the Americans go about achieving their goals?• Explain the Stamp Act and why it was an issue for the Americans.• How did the Boston Massacre, Boston Tea Party, Quebec Act and battle at Lexington

contribute to the tensions between Britain and the American colonies?• Why did the Americans need George Washington?• Why did Canada, which was also a British colony, not join in the rebellion?• Why is it ironic that the philosophy behind the rebellion came from England? How

did this affect the revolutionaries’ decision-making about how far to go?• What was the net result of the American Revolution?

Read pp. 72 to 76. (French Revolution)• Who were the 2 sides in the French Revolution? What were the demands of the

middle & lower classes?• Why did the French admire the Americans?• List the terrible social conditions of the 1780s (social means in society - ordinary

people)• Look closely at figure 3-18 & read the caption. Answer the questions.• What was the problem with the Estates General (France’s parliament)?• What is significant about the Tennis Court Oath? Explain who met at the Royal

Tennis Courts and why?• Compare the type of violence in the French Revolution (p. 75) with what happened

in England.


• Explain the “Great Fear”.• Why were women so angry with the King, and what did they do about it?• List the democratic rights set out by the Declaration of the Rights of Man and the

Citizen.• Why was the new Legislative Assembly “doomed to failure”?

Lesson 8 - Results of Revolutions1. Group Presentations• Use group presentations to discuss results of the three revolutions. Mark the

presentations according to the quality of information linking the revolution to thelearning outcome.

• Have students draw numbers from a box and thus form groups. Three groups perrevolution. Assign the readings. Consider supplying an encyclopedia page on theAmerican Revolution as the textbook information is relatively light.

• Have students work in their groups of 3, make a poster of notes to follow duringpresentation and plan what they will say. The following information andinstructions will help them in their task:

Results of the RevolutionsGroup Presentation

a) You will present the information you learn about the results of one revolution tothe class. The 3 of you will read and discuss what happened after the revolutionitself (i.e., after the king was beheaded, or in the case of the AmericanRevolution, after the British were sent packing). You are attempting to achievepartial understanding of the following learning outcome for your revolution:

b) Analyze the contributions of the English, French, & American revolutions in thedevelopment of democratic concepts.

c) Gather as much information as you can to describe the following:d) What happened as an immediate result of the revolution? Describe in detail who

took over and how affairs were managed. Make a judgment about this firstgovernment.

e) What happened over time? Did this new government last a long time, or was itreplaced quickly?

f) In each case, the revolutionaries had specific demands (goals) of the revolution.Were these goals met? Was democracy achieved? If not, why not? If so, atwhat point?

g) English Civil War outcomes: pp. 37, 42, 43, 44 to 47h) French Revolution outcomes: pp. 83 to 85i) American Revolution outcomes: pp. 305 to 311 (“Arrival in Canada”) - you will

have to put some of the pieces together yourself, or read about the AmericanRevolution in an encyclopedia or, if you are an Internet whiz, or have anencyclopedia on the internet, use that.

• Have the 3 groups get together as one and compare their notes - they are to make a

new set of notes using the best ideas - concise notes, which adequately explain theirtopic.

• 2 or 3 students from the larger group will make a short presentation


• Provide the class copies with each set of notes - have them typed and photocopiedas a handout.

2. Debriefing Presentations• Student presentations re the success of the three revolutions - encourage use of the

Bill of Rights involved to set out types of demands - were these accomplished ornot?

• Discuss with students the question of the contributions of these revolutions towestern democracy

• Consider the following in the debrief discussion:• Britain was one of the most powerful countries in the world until World War

II - it has influenced many other countries through colonialism - for example,it sent colonists to Canada, the United States, Africa, Australia (many otherplaces as well)

• Canada is directly influenced by the British system, since we were a Britishcolony until after WWII

• The American colonists had limited experience with democracy while still inBritain, and the freedom they enjoyed in the Thirteen Colonies allowed themto develop more democratic ideas which caused them to rise up against their“mother” country

• The French were inspired by the American Revolution when they rose upagainst their own government - the French had actually sent soldiers to fightwith the Americans against the British, and were thereby further influencedto struggle at home

• The French Revolution inspired many other European people to considerrepublics and, although there were no further revolutions, the kings in theseother countries were very aware of what happened to the despotic kings inEngland and France. Though no overnight democratic miracles occurred,France’s struggles informed others

• The French Revolution, because of its violence and intensity is the “posterchild” of revolution

3. Homework: Write a first draft learning log to explain the successes and failures of thethree revolutions we discussed today. Write a learning log of about 500 words (2 pagesdouble-spaced) to analyze the contributions of the English, French and Americanrevolutions in the development of democratic concepts. You must mention all threerevolutions and how they connected with each other, and refer to the various bills ofrights the people wrote. Comment on the success of the revolutions in their time, andwhat happened in the long run.

Lesson 9: Political Art as a Primary Source1. Political Art as Primary Source• Get the Crossroads Teacher Guide and look at the responses to picture questions re

civil war• Remind students of presentations about English Civil War and discuss Charles I’s

trial & execution (showing the end section of the video Cromwell is also a possibility)• Concept of political art, using p. 40 - discuss these two with students - answer the

questions• Look at p. 38 and discuss the picture - whose side is it on? p. 37? p. 41?


2. Timeline Project: Revolutions and Democratic Concepts• Think about the contributions of the English, French, and American revolutions in

the development of democratic concepts. Use the following backgroundinformation as necessary.

• England was the first to have democracy• English philosophers communicated their ideas (John Locke)• once the ideas of freedom, equality & democracy were expressed, they could

no longer be suppressed• Britain was one of the most powerful countries in the world until World War

II - it has influenced many other countries through colonialism - for example,it sent colonists to Canada, the United States and Australia (many other placesas well)

• Canada is directly influenced by the British system, since we were a Britishcolony until after WWII

• the American colonists had limited experience with democracy while still inBritain, and the freedom they enjoyed in the Thirteen Colonies allowed themto develop more democratic ideas which caused them to rise up against their“mother” country

• The French were inspired by the American Revolution when they rose upagainst their own government - the French had actually sent soldiers to fightwith the Americans against the British, and were thereby further influencedto struggle at home

• The French Revolution inspired many other European people to considerrepublics and, although there were no further revolutions, the kings in theseother countries were very aware of what happened to the despotic kings inEngland and France - though no overnight democratic miracles occurred,France’s struggles informed others

• The French Revolution, because of its violence and intensity is the “posterchild” of revolution in the west

• Immediate result of the revolution: a new elected body, the NationalConvention, was formed

• The National Convention tried King Louis XVI and his wife Marie Antoinette(they were executed)

• 1793 to 94 - “Reign of Terror” - radical leaders took over the government andpassed harsh laws to eliminate anyone who might disagree with them

• Over 37,000 people were guillotined, and after 1794 France was ruled byRobespierre as dictator

• The goals of the revolution had been freedom of thought, speech, religion,security, property and limited power of government, equality. They gottheir goals for a very short time, but then they were taken away byRobespierre

• The group made a judgment here, that this was too much of a dictatorshipand offered no freedom for the people, as had been desired by the revolution-at this point it had failed

• After Robespierre was guillotined, the government was taken over by theDirectory, which was controlled by the bourgeoisie, a privileged group again


• The Directory was followed by Napoleon, a military dictator, who governedFrance until 1815, after which France was able to move towards democracy

• In England, after Charles I was beheaded, his son automatically became King(he was in exile in Paris)

• Shortly after, the Rump Parliament voted to abolish the monarchy, whichmade England a republic

• Parliament attempted to govern England, but was unsuccessful• Oliver Cromwell, who had been the general of the Parliamentary army

during the war, brought his army to the Parliament and forced everyone out• He then ruled England as a dictator until he died• After Cromwell’s death, the new parliament restored the monarchy and

Charles II was crowned• Charles II was a corrupt king, who first agreed to govern with parliament,

and then secretly became the kind of king his father had been• Charles was corrupt - he had all those responsible for his father’s death

executed• In 1685, James II came to the throne - he was Catholic and believed in the

Divine Right of Kings - he was a very unpopular ruler• James was finally made to abdicate (give up the throne)• In 1688, for the first time ever, Parliament selected the monarch - they invited

James’ Protestant daughter, Mary and her husband William of Orange to takethe English crown

• William and Mary agreed to rule constitutionally (by the law of the land), andsigned the Bill of Rights, thus moving England to a democratic government

• Introduce the final project, which is a timeline, and have students sign up for one of

the revolutions - they should use the textbook and internet, and library books assources for their research

• Tell the students their timeline will feature the important figures and events of therevolution in both written and picture form. They must carefully select at least 20significant events from the start of the revolution to its end, and include 2 or 3 post-revolutionary events as well (if appropriate). The types of events they mightconsider for the time line are such things as

◊ important documents◊ important figures / what they did◊ causes of the revolution

◊ results of the revolution◊ events of the revolution◊ post-revolutionary events

• THEY MUST NOT SELECT AN EVENT JUST BECAUSE THERE IS A DATEAVAILABLE! SELECT EVENTS ONLY IF THEY CAN JUSTIFY THEIRIMPORTANCE.

The Time Line Poster Details - Instructions to Students• Select 20 events by carefully going through the relevant chapter and thinking about

the lessons we had, the notes you took, and our discussions.• For each item, in your own words, write a short paragraph to explain its

importance. This paragraph will be attached to your timeline when done.• Once you have completed the write-ups, choose five events to illustrate (you could

also perhaps combine some for an illustration). Draw a scene you think captures the


main point of the event. A picture of a scroll or a portrait of Charles I does notconstitute a main point and will not receive marks. Colour your illustration neatlywith pencil crayons.

• Plan and draw a timeline onto the poster paper. Arrange the write-ups carefullyalong the timeline, and glue once they are neatly distributed. You may also glue onyour illustrations if you don’t want to draw on the poster.

• On your poster, put:• the major heading(s) for the rights and freedoms• paraphrase the item as briefly as possible• suggest corresponding responsibilities• the purpose of this right• what this right says about what Canadians value• whether or not these rights are important• whether or not these rights should ever be limited

• be prepared to tell the class about these rights

3. The Conclusion• Review important concepts we have learned:

• causes of revolutions• the contribution of new philosophical ideas to the spread of revolution - how

the printing press revolutionized ideas and made democracy inevitable• how these revolutions (mostly their demands) contributed to the evolution of

a democratic ideal which we still share• to conclude this class, ask students to connect democratic ideals to how

students behave in school - what do students need to know about the lawwhen dealing with each other? (hint: Charter of Rights and Freedoms - p.78)

• We discussed democracy and rights and freedoms. Write a learning log discussingwhat you learned today. You do not have to write about all of the following, but,some ideas you could write about are:

• What is the connection between democracy and rights?• Comment on the responsibilities that a citizen in a democracy has. How

important do you think these responsibilities are?• Do you feel respect for the Charter of Rights and Freedoms? Why? Are you

willing to take responsibility for preserving these freedoms for Canadians?• When Prime Minister Pierre Trudeau signed the Canadian Charter of Rights

and Freedoms in 1981, he said: “We must now establish the basic principles,the basic values and beliefs which hold us together as Canadians so thatbeyond our regional loyalties there is a way of life and a system of valueswhich make us proud of the country that has given us such freedom and suchimmeasurable joy.” Explain what Trudeau saying here.

• Choose either the English Civil War, the French Revolution or the AmericanRevolution to answer the following questions. Make sure you identify whichrevolution you are talking about.

• Explain some of the important causes that led to the Revolution.• Explain some of the important immediate and longer term results

(consequences) of the Revolution.


• We learned that Gutenberg’s printing press made the “spread of democracyinevitable”. We also learned that the 17th and 18th Century English and Frenchphilosophers helped to fan the flames of revolution. Write a paragraph to explainthe impact of Gutenberg and the influence of the philosophers in spreadingrevolution and, finally, democracy.

• Write a paragraph to explain the class system of either England or France at the timethe revolution began. In your explanation, also explain which class became more orless responsible for leading the revolution, and why it is usually this group that doestake leadership eventually.

IRP LinksApplications Of Social Studies• identify and clarify a problem, an issue, or an inquiry• select and summarize information from primary and secondary print and non-print

sources• assess the reliability, currency, and objectivity of different interpretations of primary

and secondary sources• defend a position on a controversial issue after considering a variety of perspectives

Society And Culture: North America and Europe 1500 -1815• describe how different forms of artistic expression reflect the society in which they

are produced

Politics and Law: North America and Europe 1500 -1815• analyze factors that contribute to revolution and conflict• analyze the contributions of the English, French, and American revolutions in the

development of democratic concepts• investigate the roots of Canada’s political and legal systems, including the

development of two legal systems from two cultures• evaluate the changing nature of law and its relation to social conditions of the times

Environment: North America and Europe 1500- 1815• construct, interpret and use graphs, tables, grids, scales, legends, contours, and



Early Native and European Cultures - A Unit

This unit explores in detail early native societies and early European contact. It isdesigned to encourage the formation of a judgment about cultural superiority based onknowledge obtained through a variety of means: brainstorming, lecture/notes, maps,various texts, teaching each other, extensive class discussion. Since a great deal ofbackground knowledge is required (including, in the end, how to write an essayproperly), the teacher must stay very much involved. Since students will answer thecritical challenge question through their final essay by personally evaluating theinformation, it is highly unlikely that plagiarism of any kind will occur. Some studentswill use technology and power to suggest Europeans were superior and others will usespirituality and respect for nature to argue that the natives were superior. Some willbecome uncomfortable with the question itself as a limiting one. Throughout, it is veryimportant to point out to students that however they evaluate, they must make arespectful argument. We all look at things differently and it is unusual for large groupsof people to agree with each other about everything.

This is a lengthy unit but it does “cover” extensive ground and focuses on criticalthinking skills. The students will learn a great deal about history, research, thinking andwriting. Because this is a full unit, rather than a single lesson or activity idea, the usualtemplate for this resource binder is not followed.

A. Background1. Canadian Geography. Use an atlas to look over some physical maps of Canada.

Have students analyze various maps with a partner, then discuss as a class. Takesome time to go through the pages that will be used for the assignment. DiscussCanada’s geography, look at pictures on classroom wall. Use various video resourcesfor additional information. Students should begin to understand the vastness andchanging geography of Canada.

You need:◊ partial map of North America◊ pen, pencil & eraser◊ Nystrom Atlas

◊ ruler◊ Canada Revisited (textbook)◊ pencil crayons

Instructions to Students:NOTE: placing things on this map will be tricky - use the lakes and other water bodiesto guide you! This will mean you have to know which lake is which. Check! This iswhat an atlas is for!• Print your name and block, in small letters, at the bottom right hand of your map.• Copy the information from the map on p. 8 of Canada Revisited, by making pale

pencil outlines, and then shading the areas with pale pencil crayon (your choice ofcolour). Reproduce the legend at the bottom left corner of your map, using thecolours you chose.

• Using a darker pencil crayon, such as brown, and the information on Atlas pages 40-41, show the western mountains on your map. You may show these darkly, butdon’t hide the colours underneath.

• Use page 56 of the atlas. On your map, using a pencil (start lightly, then trace overdarker or with pen), show the following physiographic regions on your map:


◊ Cordillera Region◊ Arctic Lowlands◊ Interior Plains

◊ St. Lawrence Lowlands◊ Canadian Shield◊ Appalachian Region

Print the name of the region onto the map, in a way similar to that used in the atlas. 2. First Nations Locations. Have students trace the locations of Canada’s various First

Nations cultural groups on the map (or another one).

Written AssignmentComplete this writing assignment for each of the native groups on your map,separately. Use the atlas pages 17 (temperature), 40-41, 57. When you are answeringthe questions, you are making reasonable predictions, based on what you see on the map,and perhaps what you know already about Canadian geography.1. In what physiographic region did this group live?2. What animals do you think they might have had available to them? (reasonable

prediction)3. What are the coldest January temperatures (Celsius) for the region where they

lived?4. How much precipitation might they receive in winter? (remember, if the

temperature is below 0, the precipitation is snow)5. What kind of shelter and clothing would the people need in winter?6. What would the people have eaten in winter? How would they get it? Would they

have enough?7. How do you think obtaining food might affect their lifestyle (i.e., where they lived,

what they did?)8. Is the region mountainous or flat? How might this affect the people?9. What sort of vegetation grows in their region? (Note: The map only shows Canada,

but imagine the vegetation types extending south for the rest of the map) Can theyget shelter from the winter weather? Can they use this vegetation to build shelter?

SAMPLE WRITING SET-UPHunters1. Hunters lived in many of the physiographic regions: Cordillera, Interior Plains

(north), Canadian Shield, and Appalachian Region.2. The animals available to them might have been caribou, bears, deer, beaver, and

water animals.3. The most northern hunters would experience low temperatures of -40, the more

southern, maybe -30.

3. Final Essay question. Introduce the final evaluation essay question: “In your opinion,which group had the more “advanced” or “superior” culture - the native peoples priorto European contact, or the Europeans who arrived in Canada beginning in the 1400s?”Post it in the classroom. Point it out everyday as the students must always rememberthey are trying to understand the two cultures so they can eventually compare them.


During this lesson, evaluate student participation in the discussion, and use theoverhead or board to record all responses. Students should also make notes, so thatthey have a full record of the discussion.

(a) What questions would we need to be able to answer before we can respondintelligently to this question? (the following list should be part of the questions) -use think, pair, share to brainstorm initial list, then record as a class.

• What is culture?• How do we know that culture is “advanced” or “superior” - what criteria do we

use to determine these? Are they the same or are they different? Should wekeep the question like this, or should we eliminate one of the words?

• What was native culture like prior to European contact?• What was French culture like?• Do we need to understand all of the native groups, or can we pick one

representative one? Or, can we choose the qualities that are common to them?• Are there limits to what we can learn about native culture? Why? Are there

limits to our understanding of European culture? Why?

(b) Think, pair, share to determine aspects of culture - what would we look at tolearn of our own or another culture? The word “civilization” connects as well -maybe it will help us to focus on many qualities of culture. We need a gooddefinition of culture, which should include aspects such things as family, religion,food, clothing, education, language, technology, skills - examples under each ofthese is a good idea. We can add to this list anytime, and we may have tobecause there are marked differences between native and European cultures.

As a class, make a web (overhead) to define “culture” - students copy on colouredsheet provided by teacher. Make a definition at bottom of web.

(c) How will we decide if a culture is “advanced”? What criteria might we use? Fornow, let’s not evaluate these criteria, we’ll just set them. Once again, students recordour conclusions in their notes. Some of the criteria should include:• technology - state of advancement• ability to make effective use of the environment• material wealth• how do people treat each other?• how do they treat the environment?• their religious beliefs and whether they act on them• whether they have art, and what place art has in the society• human equality (gender, age, etc.)

B. Native Studies JigsawGive lots of careful instruction. Assign groups rather than allowing students to selfselect. Students use their text and copied handouts to record information about oneparticular group (Inuit, Plains, Plateau, Iroquois, NW Coast).

Introduce jigsaw format and read anthropological information from Origins, pp. 186-7(Homework: students read Origins segment on their group and make their chart usingthe anthropological categories discussed there.)


Instructions to Students. Expert Group. You will become a member of an expert groupstudying one of the following native cultures of pre-European times: Inuit, Iroquois,Plains, Plateau, Northwest Coast People. You will use the suggested readings todevelop a good understanding of how these people lived. You will record yourinformation and, together with the other members of your expert group, you will plana lesson to teach your central group.1. silently read the material given to you in the hand-out; as you read, take notes in the

categories given in the anthropology reading. You are building an ethnography.2. discuss what you learned with the other members of your expert group, and write

down any of their observations that you might have missed; as a group, you needto come to a good understanding.

3. discuss how you will present the information to your central group4. (after teaching your lesson) design seven thinking questions you might ask on a

test. Five of these questions must be about your group in particular, but two of thequestions could refer to other groups, for example, to compare them in some way.

Central group. This group will consist of at least one expert from each of the nativecultural studies. Each expert will teach the others about their group. As the lessonsproceed, it is important that you begin to see similarities and differences within thegroups you’re discussing - take the time to talk about these, to have a conversationabout pre-European native culture. There is to be no exchange of notes during thelessons. Use discussion to help each other understand. All information must becommunicated orally among you, with questions used to clarify information. You maytake notes during the lessons if you want, because you will be doing an assignmentafterwards. Create your own graphic organizer to compare the 5 groups.

Assignment. Using the information you have gathered and placed on the graphicorganizers and the other readings provided, design a detailed mind-map, storyboard,or other graphic organizer to show the similarities between the pre-contact nativecultures. This poster should clearly demonstrate your understanding of pre-contactcultures and their link to the geography in which they lived, but above all, it shouldillustrate the similarities between them, so that it becomes a useful tool when you planyour final essay.

2. Reading and Writing. Students read textbooks Canada Revisited/Exploration Canadasegments for more information on specific group; also Origins pp. 36-9. Students planhow to present the material to the central group (homework: read Origins pp. 46-9,answer questions:• From what you read, what do you think is meant by a "confederacy"?• Why were the Iroquois and Huron confederacies formed?• What impressed the Jesuits about how the confederacy operated?• Explain the power of women in confederacy government? 3. Criteria for Superiority. In the central groups again, and with charts before them,students discuss which categories they might want to use to judge "superiority" ofculture. For example, categories could include use of technology, being able to survivein their environment, religion, respect for others (such as elders), presence or absenceof violence, education procedures, health issues, social hierarchy, decision-making, etc.


As a class discuss these ideas -–if students don't bring it up, ask them if they thoughtthere was poverty in the First Nations. Would this be a criteria for judging the“quality” of society at some level? Were all members looked after, listened to?Government 'democratic'? (etc.)

4. Journal Writing. For the last half hour of class, students write a journal using thefollowing prompt:You've now learned about 5 of the first nations of Canada. Without trying to compare theirculture to ours, or to that of early Europeans, comment on these cultures generally rather thanfor a particular group. What aspects of their culture do you find the most positive? Negative? Ifyou wanted to compare them favorably with another culture, what aspects would you emphasizemost? Are there some things you would like to see us adapt in Canada today?

C. Values clarification1. Objectives. Objectives of this assignment:• to clarify the values we currently hold• to notice how values can be inferred by noticing action• to use this information, to be able to infer the values of groups of people in history -

in this case, the early European explorers and colonizers

2. Defining Value Systems. A value system determines what principles are important tous, and how we behave towards ourselves, other people, our belongings, and theenvironment. There are two aspects to our own value system - what are our values ifwe write them down? Do our actions illustrate these values that we espouse? If not,do we need to change our values, or can we work on fixing our behaviours to supportthe values we believe are important?1. Class brainstorm - what are values? (examples) Is there such a thing as absolute

values - that is, values which hold everywhere in the world?2. During 5 minutes of silence, free-write about all the things you value. Start out with

a list, if you want, then go on to write about these or expand them out. Rank yourvalues according to importance. Qualify if necessary.

3. Turn to a partner and share with them some of your values. If they have any thatyou would like to add to your list, do so. Discuss whether you think there are anyabsolute values for the whole world. How could you decide whether these actuallywould be absolute?

4. General discussion about values (participation check). Objective is to start refiningthem and putting them in categories somehow. Students are likely to choose valuesthat are close to them. If students don’t do it, begin to expand out to discuss humanvalues in a broader sense. Discuss things such as human rights. Do students valuethese? Speech? Safety? etc. Students can add these to their lists. (Make sure thefollowing types are covered through prompt if necessary: material, family, humaninteraction, environmental, economic, etc.)

5. Discussion around how we might be able to determine another person’s valuesbased on their actions. Give each pair of students an example to work through -they are to try to find as many implicit values as they can.• a person goes into a corner store, points a gun at the clerk and demands

cigarettes and money• when the child has made a mistake, a parent sits down and speaks quietly with

her, questioning and clarifying the situation


• an angry driver curses the person in front of him and says “Must be a chink”• a bank clerk always smiles pleasantly and chats with the customers, even when

they are slow and ask seemingly dumb questions• a teacher humiliates a student in front of the class, by yelling at her about her

poor work• a parent changes jobs, despite the fact he will earn less money, because he wants

to spend more time with his children• the school rules say that, if a student repeatedly skips classes, she will be

suspended• a teenager gives up an outing with a friend, because his younger sibling is afraid

to stay home alone

A general discussion follows, where the list of behaviors is further clarified.

3. European Values. Many of the European values and their culture will have to beinferred from the actions they take and the problems they have, for example:• the reasons for exploring• the behaviour towards natives (i.e. kidnapping, murder, expropriation, religion)• trade with natives – comparative value of goods traded – was it cheating?• first major land grab – Hudson Bay.• disease – why didn't natives have such horrible diseases?

Have students use their research skills in the library, as well as the textbook andInternet to discover information about the various peoples that made up the Europeanculture in the same time period. Have students pick different European countries orsocial classes for this stage of their research. Again, visual sources of information areimportant. Have them use the same categories that they developed during their nativejigsaw in order to guide their information-gathering. These categories could alsoinclude the following.• hunting & gathering• agriculture• social organization• leadership & government• religion• kinship (family)• physical environment/technology

4. Social Values Codes. Often a society has a code of values and, if individuals withinthat society truly believe that this code is worthy, they should act by it. Does this seema reasonable assumption? What did we learn about the code that pre-European nativeslived by? How can we tell that they believed in this code?

Recall the native philosophy of life (their religion/spirituality) – interconnectedness,reverence for life – web metaphor. Notice that natives truly believed and lived theirphilosophy.

5. European Beliefs and Practices stemming from Christianity. Let’s look at the code ofvalues of the Europeans of the time period we’re studying. All Europeans at this timewere Christian. The guide to Christians is the Bible, Old and New Testaments, where


the stories teach Christians how to approach life. Moral tales encourage goodbehaviour by valuing honesty, kindness, generosity to others, caring for thedisadvantaged, loving all others and helping those in distress, to name a few. Peoplepurporting to be Christian should behave according to these values, if they trulybelieve them, and all baptized practicing Christians agree to obey the TenCommandments, which, slightly reduced, are:I There is only one God. You shall have no other gods before God.II You shall not make any carved images of God.III You shall not make wrong use of the name of the Lord your God.IV Keep the Sabbath day holy. (Sunday) You may not work.V Honour your father and your mother.VI You shall not commit murder.VII You shall not commit adultery.VIII You shall not steal.IX You shall not give false evidence against your neighbour.X You shall not covet your neighbour's house, wife, slave …. or anything

that belongs to him.

All people should be treated well, but those who refuse to accept the one true God astheir own, were, in times past, not considered redeemable and were of a lesser orderthan those who did accept Christianity. THIS IS NO LONGER ACCEPTED BY MOSTCHRISTIANS – GENERALLY, WHILE STILL BELIEVING THEIRS TO BE THE TRUEFAITH, CHRISTIANS ARE TOLERANT AND RESPECTFUL OF OTHER FAITHS.

Humans were special. In the language of the Old Testament, "God created man in hisown image". He also ordered humans to "subdue the earth and have dominion overthe fish of the sea and the fowl of the air and every living thing that moveth upon theearth." (Origins, p. 43) THIS BELIEF IS ALSO NOT QUITE SO STRONG TODAY.

6. Native Spiritual Beliefs and Practice (quoted from Origins: A History of Canada, p. 42)

There were some common characteristics of spirituality that all native groups in Canadashared. There was the belief in a Supreme Being or Great Spirit who ruled over the earth.There was also the belief in human souls, and the respect for nature in all groups.Religious ceremonies and rituals were very important in all parts of Canada. Tokens,charms, and religious objects such as sacred bags, were used. When carried or wornthey stood for the presence of spiritual strength and help.

Native People believe that all things are interrelated. Thus, there can be no thought ofhumans as superior beings. We depend for our existence on our brothers and sisters ofearth, sky, and water. All things have an equally important role to play in maintainingnature's delicate balance.

As far as we can tell, these ideas were already well-established throughout the Americasby at least 1000 years before Christ. The basic idea was that nature was a "web of life".


Humans were equal partners with the animals and plants, the sun, the wind, and therain.

Take some historical examples and look at these to check for values. Do this as a largegroup, or once again, have pairs analyze them:• a native hunter kills a caribou with a spear, and then stops to perform a prayer-like

ritual over the body• native families never physically disciplined their children – hitting did not occur• a European explorer kidnaps three native people and takes them to France• a group of natives teaches the European explorers how to cure scurvy• a Jesuit priest spends his entire life converting natives to Christianity• the Canadian government removes native children from their families and forces

them to attend residential schools• a Canadian family places an elderly grandmother in a nursing home because there is

no time to care for her• an elderly native grandmother is held in the highest esteem, and all younger

members of the community ask her for advice• explorers offer beads and buttons in exchange for large quantities of fur• the natives accept beads and other trinkets in exchange for large quantities of furs• a native tribe tortures and kills a Jesuit priest• a European sea captain organizes the massacre of a group of natives

7. Situation Analysis. Have students do the following three analytical tasks.a) Situations that happen to us. With a partner, draw a situation from the bin, and

prepare to present it to the class, by explaining what values you can determinesimply from reading it. These may be positive or negative values, or a combinationof the two. You may be able to determine the values of both people in the "story".The values you notice may or may not have anything to do with a religious belief.They may also not be the same values that the person would tell you they are. Ifyou have time, draw another one and do it again.

b) Situations that happened in history. Do the same thing as before, but this time, youmight have to pay a lot of attention to what we've learned about the competingreligions of the time. You might also have to infer some values that are notapparent in the statements. Do your best.

c) Situation Writing. Copy one of the situations you worked with – write a paragraphabout what has happened in the situation and what it means in terms of themorality of the person who did the action. How do you feel about this outlook onlife? Does it match your own? If the situation you discussed is a negative one, whatwould it take for the person or people in the scenario to be able to act differently?

• a person goes into a corner store, points a gun at the clerk and demands cigarettesand money

• when the child has made a mistake, a parent sits down and speaks quietly with him,questioning and clarifying the situation

• after a dinner date, the young man takes his girlfriend home; when she says “no” tosex, he throws her on the couch and assaults her

• an angry driver, curses the person in front of her and makes a derogatory commentabout the ethnicity of the driver

• a bank clerk always smiles pleasantly and chats with the customers, even when theyare slow and ask seemingly dumb questions


• a teacher humiliates a student in front of the class, by yelling at him about his poorwork

• a parent changes jobs, despite the fact she will earn less money, because she want tospend more time with her children

• the school rules say that if a student repeatedly skips classes, he will be suspended• a teenager gives up an outing with a friend, because her younger sibling is afraid to

stay home alone• an employer to the hiring officer: "We can't hire a woman for that job. We need a

tough son-of-a-gun to keep the workers in line. Besides, women are hopeless withstaying within the budget"

• a student tells administrators about a friend who is intimidating and physicallyhurting other students for money

• a teenager smokes marijuana most days – sometimes more than once; onweekends s/he also gets drunk at least once

• a teenager knows who has been swarming isolated pedestrians and beating themup – s/he decides not to tell because there is no reward being offered

• a parent severely spanks a child who has just smacked his younger sibling• a parent who has just seen one of his children smack the younger child takes the

older child aside and discusses respect and feelings, then encourages the older toapologize to the younger

• a university student goes to a professor's office to ask for help – the professorstands very close, looks at her chest and says "Well, there is one way to get an A inthis course….."

• a student copies a friend's assignment and hands it in as her own• a native hunter kills a caribou with a spear, and then stops to perform a prayer-like

ritual over the body• native families do not hit their children• a European explorer kidnaps three native people and takes them to France• a group of natives teaches the European explorers how to cure scurvy• a Jesuit priest spends his entire life converting natives to Christianity• the Canadian government removes native children from their families and forces

them to attend residential schools• an elderly native grandmother is held in the highest esteem, and all younger

members of the community ask her for advice• explorers offer beads and buttons in exchange for large quantities of fur• the natives accept beads and other trinkets in exchange for large quantities of furs• a native tribe tortures and kills a Jesuit priest• a European sea captain organizes the massacre of a group of natives• a local industry pours poisonous waste into the rivers and skies of London• poor people in England and France are forced to work 16 hours a day in factories,

where they are in constant danger, and where they earn less than enough to feedtheir families

• a society justifies slavery as the only solution to a shortage of workers beingexperienced on farmlands and in factories

• ordinary people have no rights, and must do as they are told by members of theclasses above them


D. EssayThis is the final project of the unit. Over time, it is possible that some students will wantto change the essay question from the initial question which pushes a comparison anduses the word “superior”. By the time their explorations are complete, some studentsmay want to get away from that kind of thinking and into something that celebratesaspects of both cultures instead. Work with the class to help them develop a thesisstatement that allows the students to explain what they have learned of both Europeanand Native cultures in the unit of study.

Essay Outline and Other Information for Students.

You have now spent considerable time studying the native and European cultures justaround the time of first contact between the two. Although your understanding is notperfect, as you can imagine, you are now ready to use what you know to write anessay.

Next day, you will write a draft of your essay – this class will be spent in silence, as if itwere a test. At the end of it, you should have most of your essay written. You willhave another class to work and the essay will be due.

You must bring with you the following:• this assignment (see below), completed• notes on the topics you have chosen to write about• text book, handouts you need• paper, pencil, etc.

For homework, prepare an outline of your essay, using the following headings andinstructions:

Question I will be answering: ____________? The question has to be one that isanswered by comparing native and European culture.

IntroductionWrite one sentence to answer the above question, including the reason ("because") youfeel this way. Realize that you are not committed to this answer. It is your hypothesis,like the one you would create before conducting a scientific experiment.

Body1.2.3.

You are going to compare at least three aspects of native/European culture, whichmeans you have to write knowledgeably on these three things. You should choose the3 you believe to be the most important to compare, which will depend on what youpersonally value in life. List the 3 things and give a short explanation of why they areimportant for your job. Be aware that sometimes you could have mixed feelings aboutwhich of the two cultures has an edge over the other. That's okay, simply write aboutthe dilemma you have in evaluating them.


ConclusionDon't do anything here yet – when you write your essay, you will have to decide on aconclusion. At this time, you might also want to revisit your introduction.

IRP LinksApplications of Social Studies• identify and clarify a problem, issue or inquiry• select and summarize information from primary and secondary print and non-print

sources• defend a position on a controversial issue after considering a variety of perspectives• plan, revise, and deliver formal oral and written presentations Society and Culture in North America and Europe (1500 to 1815)• analyze the relationship between Aboriginal people and Europeans and explain the

role of each in the development of Canada• describe daily life in Aboriginal communities, New France, and British North

America• analyze roots of present-day regional, cultural, and social issues within Canada Economy & Technology in North America and Europe (1500 to 1815)• analyze reasons for initial exploration and settlement of North America• analyze effects of colonialism on trade and conflict Environment in North America and Europe (1500 to 1815)• describe and compare North America’s diverse geographic regions• identify major exploration routes and historical events in the development of


their environment


Upper and Lower Canada 1815-1838 Storyboard

A storyboard is a series of pictures with written explanations that provide informationabout an event, series of events or period of time.

Complete a storyboard that explains the major developments in Upper and Lower Canadafrom 1815-1838. The storyboard should present the main issues, events, and people ofUpper and Lower Canada. In particular, it must explain the conflicts, its causes and effects,between various groups in Upper and Lower Canada during this period of time.

The explanation may be written in point form or complete sentences. All the informationcan be obtained from Chapter 7 in Canada Revisited. Write the explanation in your ownwords. The explanation must be accompanied by a variety of pictures that represent thetopic. The pictures may include a map, graph, person, building, etc. The pictures may behand-drawn, created by computer or obtained from the Internet. Photocopies of thepictures from Chapter 7 are not acceptable. The pictures must be coloured.

Use the following outline to organize the storyboard and determine the informationrequired. Provide one picture per section.

Outline: Organization and ContentI. Changes to Upper and Lower Canada: 1815-1838 (refer to p. 135-139)• Summarize the three major changes that occurred in Upper and Lower Canada• Describe “The Great Migration”

II. Life in Lower Canada: 1815-1838 (refer to p. 140-143)• Describe the three major groups and identify their concerns and the action they wanted

government to undertake• Describe the Chateau Clique and Parti Canadien and their concerns or demands from

government• Identify the concerns, problems or demands of the various groups that produced

conflict amongst them• Summarize the series of events (causes) that led to armed rebellion• Describe the rebellion and its results• Explain the effects and consequences of the rebellion

III. Rural and Urban Life in Upper Canada (refer to p. 148-152)• Describe daily life on a pioneer homestead• Describe daily life in the towns of Upper Canada

IV. Life in Upper Canada: 1815-1838 (refer to p. 153-157)• Describe the Family Compact and the Reformers and their concerns or demands from

government• Summarize the events (causes) that led to armed rebellion• Describe the rebellion and its results• Explain the effects and consequences of the rebellion


Textbook Links• Horizons (Prentice Hall) pp. 2-33• Flashback Canada (Oxford) pp. 3-39• Canada Revisited (Arnold) pp. 135-157


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• visual presentation

Modifications/AdaptationsGifted/Enrichment• prepare a period newspaper that includes articles that cover I to IV; letters to the

editor features the bias of either the family compact or reformers• students could create a series of political cartoons that demonstrate their knowledge

of I to IV

Learning Assistance• reduce assignment and select only one area for study or present one picture from

each of the four topics• clarify terms from selected areas with the student

ESL• show work or samples produced by previous year’s class to set students on the

right track• provide graphic organizer for ESL students to follow and organize work

IRP LinksPolitics and Law (I): Canada from 1815-1914• identify contributions to the evolution of responsible government and federalism• analyze political, economic, social and geographical factors that led to Confederation


Resume Assignment

The purpose of this assignment is to research the life of one of the members of the FamilyCompact, Chateau Clique, reformers, radicals, or patriots. You will be required to presentthe information in a resume format. It is important to conduct thorough research on yourselected individuals so that your resume reflects all aspects of the individual. For example,you will need to provide information on employment history, and personal life and.Historical accuracy and appropriate resume format are very important for this assignment

Textbook Links• Horizons (Prentice Hall) pp. 19-42• Flashback Canada (Oxford) pp. 11-13; 33-34


Assessment Ideas* See the Assessment section for rubrics.• assuming a role*• understanding of subject*• quality of ideas*• presentation of ideas*• resume format

Modifications/AdaptationsGifted/Enrichment• major accomplishments (both positive and negative) can be graphed and ranked out

of ten; the information is laid out on a timeline of the person’s lifespan• have the resume critiqued by both Sir Francis Bond Head and W.L. Mackenzie or

through the lens of a member of the Chateau Clique and Papineau

Learning Assistance• provide an example of a resume• assign a member (one who is easy to research) from the groups to the student and

identify whether or not the internet would be a useful tool

ESL• teach resume writing prior to this assignment• explain “historical accuracy”• show examples of appropriate information for each section such as what should go

in the personal life section


IRP LinksSociety and Culture: Canada from 1815-1914• describe contributions made by Aboriginal people, the French, and the British to the

development of Canada

Politics and Law (I): Canada from 1815-1914• identify contributions to the evolution of responsible government and federalism• analyze political, economic, social and geographical factors that led to Confederation


Charlottetown Conference Role Play

In August/September 1864, delegates from the colonies of Nova Scotia, NewBrunswick, P.E.I., and the Province of Canada (Canada East and Canada West) met inCharlottetown, P.E.I. to discuss a maritime/federal union of the colonies. Your grouprepresents one of the colonies and must prepare for the conference.

Divide the responsibilities for preparing for the conference equally among members ofthe group.

Task 1: PosterUsing your textbook and other researched information, provide the followinginformation about the colony and display it on a poster:• Name of the colony, location on a map of British North America, name of political

leaders, population• How do people interact with each other? How do people interact with the

environment?• How are people and products moved from place to place?• How has the past influenced the present?• The situation in 1864

Task 2: Brainstorm and DiscussionMembers of the group have mixed feelings about political union as some are in favourof it and some are against it. In character, discuss your views about your colony joiningwith other colonies of British North America by responding to the following questionsin point form:• What problems is your colony facing?• Is it to your advantage to have your colony join with other colonies?• What will your colony gain? What will your colony lose?• What type of government do you want in order to protect your colony’s special

needs?

Task 3: Factors, Consequences, and Points of ViewA. Based on the information from the discussion in the previous task, list all the factorsyour colony should consider when deciding whether to join Confederation. Be sure toconsider all the views from your group/colony (for and against) when listing thesefactors.

B. After listing the factors, prioritize at least six factors (1 as most important and 6 asleast important) your group considers to be the most important for your colony.

C. Review the factors your group/colony should consider if it is to become part ofConfederation. Identify the consequences of each factor (both short and long term) bydeciding how these factors affect you personally (according to your role card you wereassigned) and how they will affect the other people in your colony. Try to identify asmany consequences for each factor as possible.


D. Reflect upon the procedure your colony/group went through in steps A,B,C.Consider other people’s points of view by thinking about why other people see theissue of political union (Confederation) differently than you. Discuss and write in pointform your response to the following question: Why did some of the people in yourcolony think their way was the best?

Task 4: Decision, Review, Prepare for DebateA. Consider all the factors and consequences and, in character (according to the rolecard you were assigned), make a decision about political union: Should your colony joinConfederation? As a group reach consensus (unanimous agreement), as to what yourcolony should do. Write your decision in the section “Your Colony’s Decision” on the“Charlottetown Conference 1864 Chart”.

B. Review your decision by responding to the following question in point form: Doesyour decision really solve the issue? Refer to the factors and consequences and thefollowing questions to guide your answer:• How does your decision solve the issue?• What other solutions are available? What are the advantages and disadvantages?• Do you want to change your decision?

C. Your group/colony will be attending the Charlottetown Conference to meetdelegates from the other colonies to debate the issue of Confederation. If your colonydecided to join the other colonies, prepare for this debate by ensuring the specialconcerns of your colony are addressed. If your colony decided not to join the othercolonies, prepare arguments against joining Confederation.

Task 5: Charlottetown Conference 1864It is September 1, 1864 and you and your fellow delegates are seated at the Conferencetable in Province House in Charlottetown, P.E.I. Debate to decide whether your colonyshould join with other colonies in British North America to form a new nation.

Textbook Links• Horizons (Prentice Hall) pp. 73-85• Flashback Canada (Oxford) pp. 98-101; 108


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• visual presentation• understanding of subject• quality of ideas• assuming a role


Modifications/AdaptationsGifted/Enrichment• see the Confederation game (next assignment in this resource)• create a video where students stay in character to debate the merits of

Confederation

Learning Assistance• create a separate assignment with more concrete tasks (task #1 seems appropriate

but the others are too difficult)• optional assignment: create a reporter group where members create questions for

the Charlottetown conference delegates

ESL• provide a chart/organizer to facilitate completion of each task so students can grasp

the steps within• provide evaluation rubric• review formal language of debate and post it in the room for reference during the

debate• allow time to practice and rehearse

IRP LinksApplications of Social Studies• generate and critique different interpretations of primary and secondary sources• assess and defend a variety of positions on controversial issues


Politics and Law (II): Canada from 1815-1914• explain the fundamental nature of the British North America Act in terms of the

division of powers between the federal and provincial governments


Confederation Game

Students are to participate in an imaginary Confederation Conference that encapsulatesthe real conferences held between 1864 and 1867. For more information and/or ideas tosupport the Confederation Game, refer to The Nation Builders by John F. Hayes. CoppClark Publishing, 1968.

The year is 1867 and the colonies of British North America are facing a number ofproblems as separate areas. As a result, the Confederation Conference has been calledwith one purpose in mind: to arrive at a common basis upon which a nation can beformed. The approach to this conference will have to be very informal and secrecy is amust. No one but the delegates is allowed to attend these meetings and press releaseswill not be given out until the conference ends.

Inside the conference itself there will be a “no holds barred” attitude. Argument anddebate are the tools of the delegates. Each person is fighting for the good of the regionhe/she represents as well as what is good for the potential nation as a whole. But eachdelegate must constantly be aware that re-election is very important and, therefore, thewishes of his/her constituents must be taken into consideration when voting.

During the conference a series of eight proposals will be put forward by members ofthe six groups attending. They are the following:1. Intercolonial Trade $50,000,0002. Maritime Subsidy $20,000,0003. Colonial Debts $50,000,0004. Intercolonial Railway $50,000,0005. Canadian Pacific Railway $100,000,0006. Purchase of Hudson’s Bay Company Land $300,000,0007. Defense Bill $80,000,0008. Federal System $50,000,000

However, all proposals cannot be passed as the total budget is only $500,000,000. It isup to the delegates from each area to argue for the proposals that will benefit their ownriding but, keep in mind, the whole nation should benefit as well. How you vote willdetermine if you are re-elected.

This is a hypothetical conference. What this conference does is to incorporate thediscussions and debates held over the original three Confederation conferences. Tell thestudents that what they’re going to do in two weeks took the Fathers of Confederationthree years to accomplish. There are eight proposals on the table. Totaled up they equal$700,000,000. The delegates only have $500,000,000 to spend. Obviously not allproposals can be passed.

The teacher assigns roles from the Details on the Bills provided. The teacher must selectstrong students to do the following roles: The two delegates from Newfoundland mustbe strong because they have to do four speeches each. All people sponsoring a Bill mustbe strong students. They are responsible for explaining in detail what the eight bills areabout and why they are crucial for the new country. Alexander Campbell, George-


Etienne Cartier, Alexander Galt, George Brown, Charles Tupper, Leonard Tilley,Thomas Haviland and Ambrose Shea are the sponsors of the eight Bills. They mustspeak first. All colonies will get a chance to discuss the merits of each proposal. Eachcolony must have a speaker for each of the bills. The teacher randomly selects thisorder once a Bill has been proposed. Delegates must be prepared.

Each student is assigned the role of one of the Fathers of Confederation and isresponsible for doing a minimum of one speech. This is to be a minimum of one minutein length. Good speeches usually last 2-5 minutes. Students may use posters or thewhite board to aid them in their speeches. Encourage them to dress the part.

Everybody is responsible for personal introductions and giving a limited biography.This should not be a long “then I did this, then I did that.” Everything mentionedshould be relevant to the conference or the issues at hand. For example, “I am a lawyerfrom North York and have served the constituents there for eight years,” or “I haveserved in the military for x years and feel that I can speak on behalf of the Defense Bill”,etc....

Students should also welcome other delegates, say hello to old (historical) friends. Forexample, Thomas D’Arcy McGee says hello to George Brown. Students should indicatefrom which region of their colony that they are from. The audience should get anindication of what the delegate’s constituency is like.

The role cards provided give a good background of what the Fathers of Confederationare all about. An ‘A’ student will go beyond what the role card says. Students should bereminded that they are not yet ’Sirs’. None of them have been knighted yet. Allinformation on their characters past 1867 should not be mentioned because our make-believe conference is dated 1867. Students should know their material. This should notbe a stand-up-and-bore-the-class-with-reading-out-a-report activity.

While other students are presenting, the rest of the delegates should be taking notes onwhat is being said. These notes will be needed during the debate sessions.

Generally, a class will get through two Bills per one hour and fifteen minute class. Theprocedure should run as follows:

A. Introduction/Welcoming from the Queen (Teacher). For example, “As the Queen ofthese British Colonies I would like to welcome you all to Charlottetown for this veryimportant conference. I trust you all had a comfortable, safe journey. I understand thatthe delegates from Canada West and Canada East had quite the social gathering on thesteam ship on their way here. It is nice to hear you were welcomed so warmly alongthe way by colonists. I must apologize for the lack of accommodations here inCharlottetown. Apparently the circus is in town. I know that sounds funny butresidents here haven’t seen the circus in over ten years. For those of you billeting atfarmers’ houses and those delegates staying on the steamship, we are doing our best tofind you rooms in the local hotels and inns.

The delegates gathered in the room around you are here to potentially lay thefoundation for a great nation. Decisions made by you will shape the new nation for


generations to come. Without any further ado I will turn the floor over to AlexanderCampbell, the sponsor of our first Bill”.

B1. Alexander Campbell’s speech...B2. The remaining speeches on Bill one (one speaker from each colony).B3. Open floor debate on the merits of Proposal one. Any one here may speak.However order must be maintained and all delegates must address the speaker/Queenand be given permission to speak. The debate section of this activity is usually where alot of action takes place. Monitor it so it doesn’t get out of hand. Keep in mind,however, that politicians often act like school children in government houses, so a littleloudness should be encouraged. Judge a good time to move on. Generally five to tenminutes, sometimes more as you progress through the proposals (students have moreto say and develop alliances).

C1. Proposal two.C2. Speeches on the Bill (one speech from each colony)C3. Debate two (there may be some carry-over from debate one which is O.K. as longas this doesn’t dominate).

This Proposal-then-debate format continues until you have covered all eight Proposals.The next step is a final debate. Judge time for yourself. A strong class, however, willdebate forever so you might need to bring closure to this. Conversely, a weak classmight need stimulating. Generally, this goes for ten to twenty minutes.

The delegates then vote on each of the Bills. List the Bills on the whiteboard then do ashow of hands. Delegates must decide and vote by what their constituents would wantand how they have been persuaded to vote through listening to the speeches and thedebates. If they don’t vote correctly then they would not get re-elected (remember apolitician’s first job is to get re-elected). They vote as individuals so in theory you mayhave delegates from the same colony voting different ways. Delegates can only spend$500,000,000 so something has to be omitted. Results always vary. They must spend asclose to all the money as possible without going over.

Once the Bills have been decided upon and the money spent, delegates should spend acouple of minutes with their colleagues from their colony and decide whether or nottheir colony should join Confederation. Then the Queen/speaker polls each of thecolonies to see if they will join or not. Results vary. A colony should not join if all theBills they are in favour of don’t pass. The opposite is also true.

Details on the BillsProposal #1: To establish free trade between the British North American colonies bythe Union of these Colonies.• Cost: $50,000,000• Explanation: During the 1850's and 1860's, the colonies in Canada suffered two

serious setbacks. Great Britain no longer gave the colonies a preference in trading.The colonies had lost the protection of the British navigation laws that had helpedtheir fledgling trade and industries. Secondly, the Americans withdrew their freetrade agreement with British North America. Thus, assured markets were lost andeach colony found itself trying to trade in competition with countries with larger


resources and capital. Previously there had been little trade between the colonies,but now they began to see each other as markets for their various products. Thetrade was, of course, dependent on the construction of a railway, but the movementof products within a protected area would remove competition from other countriesand allow the economies to thrive.

• Pros: The prospect of free trade appealed to all the provinces. The Maritimes sawmarkets for their fish, coal and manufactured goods while also increasing the use oftheir seaports with increased products from the interior of Canada. The Canadassaw trade as a way of utilizing the system of canals and railroads that had been builtbut never used effectively. And, they would gain secure ocean ports so essential foryear-round trade.

• Cons: Free trade among the colonies would cause the loss of revenue from tariffs.The Maritimes particularly objected to the loss of these monies as tariffs were amajor source of finance for their colonial governments. Moreover, the industries ofthe various areas would come into competition. New Brunswick, for example,would be competing with Quebec in the lumber industry. The Maritimes felt thattheir struggling manufacturing concerns might be unable to contend with the moreestablished industries in the Canadas.

• Sponsor: Sir Alexander Campbell, Canada West

Proposal #2: To solve Maritime Economic problems through an annual subsidyfrom the central government.• Cost: $20,000,000• Explanation: During the pre-confederation years, the Maritimes had experienced a

period of prosperity. This was based on the export of wood and fish, woodenshipbuilding and the carrying trade. The continued success of each of theseindustries was essential for the overall development and growth of the colonies. Bythe mid-eighteen sixties, it was evident that the time of prosperity was over. Thetimber resources were almost exhausted and those that remained were inaccessiblebecause of poor overland transportation facilities. The fishing industry was nolonger protected by British navigation laws and it had to face the competition of theNew England States and the West Indies. Finally, the coming of the steamshipassured the decline of the Maritime economy. Steamships were taking on more ofthe carrying trade causing sailing ships to make longer voyages at smaller profits.Steamships were crossing the Atlantic regularly in less time than the best of thesailing ships. Thus, the Maritime colonies had to seek new avenues of trade andcommerce to restore their falling economy.

• Pros: The Maritime colonies would benefit from a guarantee of economic subsidy tocompensate for their losses.

• Cons: However, the Maritime colonies learned that such dependence on a federalgovernment might inhibit their economic growth and weaken their bargainingposition with the other areas.

• Sponsor: Thomas Haviland, Prince Edward Island.


Proposal #3: To have the debts of the colonies assumed by the Federal Government.Cost: $50,000,000• Explanation: Some of the British North American colonies were seriously in debt. In

the Canadas, the failure of the railroads and the St. Lawrence Canal system tostimulate trade left the colony with a debt of about $40,000,000. Because theirrailway programs had failed, Nova Scotia and New Brunswick owed $10,000,000.The other Atlantic colonies had various debts, but they were not as unmanageable.The union would provide a solution to the debt-ridden colonies in that the FederalGovernment would take over their debts.

• Pros: This proposal would help those colonies with financial difficulties to beginagain on a firm financial footing.

• Cons: The debts of Newfoundland and Prince Edward Island were minimalcompared to those of other three colonies. Therefore, they felt this propositionwould be of little practical use to them. The Maritime colonies also feared thatfinancial control would pass to a central government and the greater financialinterests in the Canadas, particularly in Montreal, would have an increased say inMaritime economies.

• Sponsor: Sir Ambrose Shea, Newfoundland.

Proposal #4: To Build an Intercolonial Railway.• Cost: $50,000,000• Explanation: The Intercolonial Railway was a scheme to connect the Canadas with

the colonies. The proposed route would be from Riviere-du-Loup in Lower Canadato Shediac; New Brunswick to Truro, Nova Scotia. The new railway would linkexisting routes in the Maritimes so that Saint John and Halifax would be joined toUpper and Lower Canada. The new Federal Government would assume the cost ofsuch a project thus removing any question of equality of payment among theprovinces. Railroads had been found to be extremely expensive to construct and theeastern colonies had stopped railway building.

• Pros: The Intercolonial Railway would provide the Canadas with a year-roundseaport. It would create a new source of markets for both the Canadas andMaritimes. There would be free trade between the areas that would stimulate theprosperity of all. The railway would assure a method of troop movement thatwould protect any area in the Maritimes that was threatened. New Brunswick sawthe Intercolonial as a way of increasing the prosperity of the colony as the majorityof the road would be through that province.

• Cons: Newfoundland and P.E.I. could see no benefit from the railway.• Sponsor: Sir Charles Tupper, Nova Scotia.

Proposal #5: To construct a railway to the Pacific Ocean.• Cost: $100,000,000• Explanation: The Canadian Pacific Railway was to link the Canadas to the Pacific

Ocean. The route was to be wholly in Canada, running north of Lake Superior,across the Northwest, and through the Rocky Mountains to Vancouver. The railwaywould serve to secure the Northwest in that troops could be deployed to defend thearea. It would also help in uniting British Columbia with the new nation. With the


transportation facilities provided by the C.P.R., the Northwest could be opened upfor settlement and trade goods could travel from east to west.

• Pros: The railway would retain the Hudson's Bay area for Canada in that it wouldprovide an effective method of defending the country. It would allow the Canadasto expand into new areas and stimulate the economy by providing a port on thePacific. New capital would be available to help the debt-ridden railways and byfurther expansion it was felt they would be able to make a profit.

• Cons: The main disadvantages to the Canadian Pacific Railway were seen in theAtlantic colonies. Newfoundland and Prince Edward Island would realize littlebenefit from the C.P.R. All of the Atlantic colonies could see an increase in thefinancial influence of Montreal as the railway program progressed and they fearedthat their needs would be neglected.

• Sponsor: Sir Alexander Galt, Canada East.

Proposal #6: To purchase the Hudson's Bay Company land.• Cost: $300,000,000• Explanation: The Hudson's Bay Company land consisted of a great portion of

present-day Quebec, Ontario, the Prairie Provinces, the Yukon and the NorthwestTerritories. This vast amount of land was essential for the future development ofCanada according to many of the delegates to the Confederation Conference.

• Pros: The purchase of the Northwest would provide an essential hinterland both• for future development and expansion of the new country. It would create a vital

link with British Columbia, and with the building of a railway, it was possible thatBritish Columbia would join the new country. Also, this land would be secured forCanada and the chance of an American take-over would diminish. For the Canadas,the Northwest would provide an area for investments and future profits.

• Cons: The cost of the venture was one of the big factors against it. The Maritimeswere oriented toward the sea and this vast western hinterland held little interest forthem. They could see no advantage for themselves in its purchase. They feared thatcapital that might have been used to their advantage would now be concentrated onthe development of the hinterland.

• Sponsor: George Brown, Canada West.

Proposal #7: To form a Federal Government to provide a strong defense for the BritishNorth American Colonies.• Cost: $80,000,000• Explanation: In the pre-confederation years, the question of defense was a concern

of all the British Colonies in North America. The relationship between Britain andthe United States had been strained because of incidents during the American CivilWar. The military situation in the colonies was extremely weak; it had become tooexpensive for Britain to maintain a large standing army in each colony. The maindefensive units consisted of poorly equipped militia. A group of Irish extremistsknown as the Fenians had formed an army in the States. Their purpose was toattack British North America and provoke a war between Britain and the UnitedStates. By doing this, they hoped to have British military strength removed fromIreland so a successful revolution could take place. Raids by the Fenians in UpperCanada and New Brunswick in 1866 graphically illustrated the need for a unified


defense program. With union would come railroads that would provide a fast,efficient way of moving troops if the need arose.

• Pros: The creation of a unified defense program would enable an army ofprofessional soldiers to be formed. This would protect the country in the face of anyaggressive act by any group or country. A well defended country could prosperwithout fear of external influences.

• Cons: Nova Scotia, Prince Edward Island and Newfoundland could not relate tothese problems because of their geographic position. Traditionally, they relied onthe sea as a major part of their defense. A standing army would be of little value tothem as their first line of defense was the British Navy.

• Sponsor: Sir Leonard Tilley, New Brunswick.

Proposal #8: To form a Federal System of Government.• Cost: $50,000,000• Explanation: A Federal system of government is one in which a number of regions

form another level of government to look after common areas of interest. Each areathen controls its own local matters. The proposed Federal system in Canada gavethe Dominion government a total of 29 areas of control. Some of them were:

- trade and commerce- raising money by taxation- postal service- the census- defense measures- salaries of civil and other officers- navigation and shipping- fisheries- issue of money- banking- weights and measures- patents and copyrights- Indians and lands reserved for Indians- criminal law- penitentiaries

The provinces could make laws in the following areas:- direct taxation within the province- appointment and payment of provincial officers- management and sale of public lands belonging to the province- establishment and operation of prisons for the province- establishment and operation of hospitals and asylums- issuance of licenses to shops, saloons, taverns, etc.- development of railways, canals, telegraph, roads, steamship lines, etc.- administration of justice within the province- education

• Pros: The Federal system provided advantages to all areas. For example, a centrallyrun method of defense would ensure the security of the new nation. Moreover, eachprovince would remain in control of important matters to its particular area and be


able to retain its distinct regional character. Canada East was concerned that theFrench culture would be lost if they were not allowed to be, "maitre chez nous",masters in our own house. Thus, the Federal system provided for both unity anddiversity.

• Cons: There were drawbacks to a federal system as opposed to a central and singlegovernment. Some delegates argued that an additional level of government wouldbe created that would have to be administered at the expense of the taxpayer.Moreover, it was easy to foresee conflict over each government's authority. Otheropponents of the proposed federal system contended that since this system wasbased on representation by population, that meant that the smaller provinces wouldhave fewer representatives in Parliament. These areas were concerned that theirinterests would not be considered as important as the interests of those areas withlarger representation.

• Sponsor: Sir George Etienne Cartier, Canada East.

Textbook Links• Horizons (Prentice Hall) pp. 73-85• Flashback Canada (Oxford) pp. 114-121


Assessment Ideas1. Students are graded on one speech. This benefits students who do more than one

speech because they generally get better at it with practice and can improve theirmark. Grade them on minimum one minute in length, costume, voiceclarity/projection, historical accuracy, ability to capture audience’s attention andoriginality.

2. Debate. Each time a delegate speaks intelligently or answers a question intelligently,they get a point. After all the debates total up the points. The person(s) with themost points gets 10/10, 15/15 or whatever you decide. The breakdown for the restof the marks usually is obvious based upon the number of times a person speaks.Always let them know in advance that this is how they are being marked. They canthen choose if they want to get a good grade.

3. Paragraph. Get students to write a detailed paragraph explaining and justifying theway they voted. Ask students to tell me what they liked about the conference andwhat they would change. This helps improve it for the future.

4. Test. Give students a test on Confederation after the role play.

Modifications/AdaptationsGifted/Enrichment• this is already a good activity for these students• have them keep a journal from the perspective of one of the delegates


Learning Assistance• an alternate assignment might be better for these students. Refer to the Fifty Nifty

Ideas for Teaching Social Studies

ESL• this is challenging for ESL students• provide extra time to rehearse, allow these students cue cards to stay on track, teach

appropriate language and body gestures for effective successful debating

IRP LinksApplications of Social Studies• identify and clarify a problem, issue or an inquiry• generate and critique different interpretations of primary and secondary sources• assess and defend a variety of positions on controversial issues• plan, revise, and deliver formal presentations that integrate a variety of media• demonstrate leadership by planning, implementing, and assessing a variety of

strategies to address the problem, issue, or inquiry initially identified



Father of Confederation Diary

Have students choose one of the fathers of Confederation and write a diary entry fromhis perspective, giving opinions on what happened, as well as an account or summaryof the events. Ask them to include this person’s thoughts on the political, economic,social and geographical factors that led to Confederation in the diary entry.

Instructions: In order to better understand the character you have chosen to writeabout, or to better get into the character’s mind set, fill out the following in point formbefore writing your diary entry.

Diary Planning Guide

Father of Confederationtype of person he is list of events response to events




Assessment Ideas* See the Assessment section for rubrics.• use diary format• organize information logically• use correct sentence structure, spelling, punctuation and grammar• assuming a role*• understanding of subject*• quality of ideas*• use of language*

Modifications/AdaptationsGifted/Enrichment• students may wish to extend the diary beyond a single entry• use a person from another context to write a comparable entry, then demonstrate

parallels between the two characters and their responses to events (this is good forstudents who can see patterns or draw more sophisticated analogies)

• find fictional characters who have had similar experiences and draw analogies orcomparisons between the two

• ask students to compare Confederation issues to what is happening in Canadatoday, then discuss why these problems haven’t been solved in over one hundredyears

Learning Assistance• assign a particular “Father of Confederation” to the LA student (choose one who is

easy to evaluate)• provide guided questions

ESL• challenging activity even for advanced ESL students• teach/review specific terms such as perspective• teach/review language and style for diary (use a model)• delay assigning this until well into the unit of study• allow choice of diary formats from various cultures

IRP Links



division of powers between the federal and provincial governments


Drive to Nationhood Newspaper Assignment

A newspaper contains several different types of articles. The news story and an editorialare two examples. The news story reports the basic facts of an event - the who, what,where, when, why, and how - and the reporter does not usually offer a direct opinionof the event. However, the reporter may indirectly provide opinions of the event byincluding “quotes” from people who participated or observed the event. The purposeof the editorial on the other hand is to provide an opinion of an event or issue. Theeditorial contains the basic facts of the event or issues (usually less than a news story)but its main focus is to analyze the event or issue and provide an opinion.

Write a news story or editorial the day after July 1, 1867 when Confederation wasproclaimed. This joined the colonies of the Province of Canada (Quebec and Ontario),Nova Scotia and New Brunswick and created the Dominion of Canada.

I. News StoryWrite a news story that explains the powers and structure of the federal and provincialgovernment as outlined by the British North America Act, 1867.ContentThe news story must include the following:• provide background information on the Quebec Conference and the Seventy-two

Resolutions and the London Conference which approved the Seventy-twoResolutions that formed basis of the BNA Act

• explain the system of federal government as outlined by the BNA Act• explain how the number of MPs from each province are determined and the

purpose of the Senate and number of Senators• explain how the central government is stronger than the provincial government• explain the division of powers between the federal and provincial governments

(provide examples for both levels) and the POGG clause

FormatThe news story must be written using the inverted pyramid method that is typical ofnewspaper articles. Also include:• Date: Tuesday July 2, 1867• Place: Kingston, Ontario• Headline, name of the newspaper, name of reporter• Picture• One “quote”

II. EditorialWrite an editorial for a newspaper in Nova Scotia that opposes Confederation andexplain why it is not beneficial for Nova Scotia.

ContentThe editorial must include the following:• explain the reasons why Nova Scotia is against Confederation and why it does not

benefit from it


• explain why Nova Scotia opposes representation by population in the House ofCommons and why the Senate is not enough to provide the balance

• explain why Nova Scotia opposes a strong central/federal government• explain the division of powers between the federal and provincial governments and

why this concerns Nova Scotia• explain the POGG clause and why this concerns Nova Scotia• make a suggestion or recommendation to resolve the issue of Confederation

(examples separate, renegotiate)

FormatThe editorial must include the following:• Date: Tuesday, July 2, 1867• Place: Halifax, Nova Scotia• Headline and name of the newspaper• Picture is optional

Textbook Links• Horizons (Prentice Hall) pp. 73-85• Flashback Canada (Oxford) pp. 101-102; 108; 115; 117-118; 143-145


Assessment Ideas* See the Assessment section for rubrics.• visual presentation*• understanding of subject*• quality of ideas*• understanding newspaper format• use of language*

Modifications/AdaptationsGifted/Enrichment• find political newspaper articles/editorials about parliamentary debates/bills, etc.

that are currently underway; ask the students to examine the bills/articles for biasand/or find examples of conflicting articles - judge for objectivity and accuracy

Learning Assistance• limit content• have LA student complete news story component only


ESL• review language and writing style of news story and editorial with completed

examples from former students• provide evaluation rubric• help to edit students’ writing before they hand in their “published” copy

IRP LinksApplications of Social Studies• assess and defend a variety of positions on controversial issues



division of powers between the federal and provincial governments• compare Canada’s developmental steps to nationhood with those of the United

States


History’s Conscience Alley

People in history often face dilemmas. The conscience alley is a way for students tounderstand the issues and the emotional stress people face when making a difficultchoice.

A person’s dilemma is defined. The class is then divided in two groups. Individually, thestudents in one group think of reasons why a person should choose a particular courseof action. The other students think of counter arguments or dissenting reasons.

The two groups then line up facing one another about five feet apart. A student is thenselected to be the historical person facing the dilemma. That student walks between thetwo lines. As that student progresses, the students take turns trying to persuade thestudent/character to take a particular course of action by providing reasons andarguments for a particular choice.

Some historical figures who lend themselves well to this assignment are:• Colonel Thomas Talbot when deciding whether or not to let someone settle on his

land• Governor Head sending soldiers to fight rebels in Lower Canada• Governor Lord Elgin when he had to sign the Rebellion Losses Bill• Emily Stowe when required to break the law in order to practice medicine in

Canada• Frances Simpson when announcing she would not socialize with the Metis relatives

of HBC employees• Sir John A. Macdonald during the trial and execution of Louis Riel

Students should be encouraged to think of as many reasons as they can prior toforming the lines. Too much repetition kills the strategy. Emphatic language andpersuasive and dramatic speech greatly enhance the strategy.

Follow up activities could include a formal character analysis or a journal entry in whichthe historical figure describes his or her internal conflict.

Textbook Links• Horizons (Prentice Hall) pp. 3-33• Flashback Canada (Oxford) pp. 13; 25-26; 42-47; 239-241; 328-332



Assessment Ideas* See the Assessment section for rubrics.• present logical reasons to support a particular viewpoint• generate several relevant persuasive arguments• assuming a role*• understanding of subject*

Modifications/AdaptationsGifted/Enrichment• discuss with students the concept of lobby groups and organizations who take a

philosophical stand and voice their views to try to convince the public/politicians• have students choose a lobby group to prepare a letter to chosen politicians which

presents their point of view

Learning Assistance• provide an introductory discussion• give concrete examples of emotional stress people face when making a difficult

choice (i.e. peer pressure, drugs, etc.)

ESL• this could be difficult for beginner ESL students• pre-teaching would require video clips (something like the Disney film Pinocchio

with Jiminy Cricket as the conscience or modelling with a script)• teach specific language of persuasion and have it posted somewhere for easy

reference for weaker students• allow practice time before performance


development of Canada• identify the influence of immigration on, and the contributions of immigrants to, the


Politics and Law (I): Canada from 1815-1914• analyze political, economic, social and geographical factors that led to Confederation• analyze the impact of the 1837-38 Rebellions, the Red River Rebellion, and the

Northwest Rebellion on the development of Canada

Politics and Law (II): Canada from 1815-1914• evaluate the impact of western expansion and federal policies on Aboriginal people


The Slave Trade

The slave trade had a profound impact on the history of Canada for three reasons.1. Thousands of escaped slaves made their way to Canada via the Underground

Railway.2. Slavery was a major cause of the US Civil War, a war that pushed Canada towards

Confederation and altered the history of this country.3. Some Canadians in New France owned slaves themselves.

This assignment is a research assignment. You will need a variety of resources,including your textbook, the library and the Internet to complete the following:

Vocabulary: Define the following words and terms:• slave-gun cycle• abolitionist• humanitarian• colonial

• fugitive• ante-bellum• disenfranchised

• emancipation• indentured• servitude

Questions: Do any two. Originality, content, factual information and presentation areall factors in your mark.

1. Create a map showing the slave-gun cycle and indicate the following key locationsduring the slave trade. Ensure that it is colour-coded and has a legend.• New Orleans• Mobile• Savannah• Atlanta• Charleston

• Sierra Leone• New York• Boston• Philadelphia• Barbados

• Jamaica• London• Bristol• Liverpool

2. Locate a copy of the painting called “The Slave Auction” (check the internet or a bookcalled American Chronicles) and write a newspaper article about it. Pretend you arecovering the auction and write about what you see. You can have a pro-slavery bias, ananti-slavery bias or write objectively about the proceedings. Also use the textualinformation that you have read to supplement the story. Use real places, dates andpeople in your story.

3. Locate and observe photographs of at least four slaves. Choose one and write a 500word biography about his or her experience. Events to consider writing about includethe capture, the trip across the ocean, the sale in the New World and life on theplantation. Include the photo session as well and think about how you would feel underthose circumstances.

4. Find out about the Dred Scott case. Summarize the case, identify the main playersand then write two opposing 150 word opinion pieces about the outcome of the case.One is to be from the point of view of the South; the other should describe theNorthern perspective on the issue. Include as many facts and examples from yourresearch as you can.


Textbook Links• Horizons (Prentice Hall) pp. 27• Flashback Canada (Oxford) pp. 65, 260, 263, 331


Assessment IdeasSee the assessment section for rubrics on the following.• visual presentations• understanding of subject• quality of ideas• expository writing

Modifications / AdaptationsGifted/Enrichment• have these students research current or other examples of slavery and make

comparisons between the examples they discover and the ones in the assignment

Learning Assistance• these students might need graphic organizers for the writing components• provide models of the finished written assignments• teach visual analysis for the photography and painting components

ESL• this is a good activity for ESL students• pre-teach terminology• allow ESL to work in first language for some parts of the assignment IRP LinksApplications of Social Studies• generate and critique different interpretations of primary and secondary sources• plan, revise and deliver formal presentations that integrate a variety of media

Society and Culture: Canada from 1815-1914• identify the influence of immigration on, and the contributions of immigrants to the



Sir John A. Macdonald and Synectics

The word synectics means the bringing together of diverse elements. As aninstructional strategy, it depends upon thinking by analogy or metaphor. To a greatextent, it uses brainstorming as an individual and group activity. While the activity isteacher-led, it is always student-focused. Most commonly used to stimulate divergentthinking in preparation for creative writing, synectics can also serve to increaseunderstanding of a specific concept, to explore social issues, to create a design orproduct, or to solve problems.

A synectics lesson will serve to meet two lesson objectives:1. to stimulate diverse, creative thinking2. to encourage deeper understanding of a concept or to explore a new concept

A synectics lesson may take a variety of forms, but will usually consist of a series ofprocesses involving the following components, not necessarily in this order:brainstorming, "what ifs", direct analogies, personal analogies, symbolic analogies orcompressed conflicts.

The following two exercises assist students to explore ideas to a deeper level ofunderstanding. The creation of analogy and metaphor can strengthen student writingand students who are encouraged to engage in synectics are more likely to be creativeproblem solvers and divergent thinkers. Teachers who use synectics in their classroomssee a new side to their students and, together, they have fun.

Model Synectics Lessons: Sir John A. Macdonald and Leadership

Concept:When he first became Prime Minister, John A. Macdonald is probably both excited andintimidated by the prospect. Make a connection for the students between their lives andthat of this historical figure, a man who was in charge of Canada over one hundredtwenty-five years ago. Because students might not have much understanding of thekind of power which Macdonald had, have them instead think about what contributesto their own feelings of power and powerlessness: living in their parents' homes.

Begin the discussion with some questions that should involve everyone:

Warm-up:1. How many of you live on your own? (Sometimes as many as 2 or 3 will indicate so.)2. How many would like to be living on your own? (Many, often most.)3. How many feel ready to be on your own? (Usually not as many as for #2.)

Brainstorm: What things will you need to think about/plan for/prepare in order tomove out and live on your own? Students suggest things like:• find a place to live• pay rent• get a job to be able to pay rent• shop for groceries, make meals

• buy furniture & other necessities• manage money, pay bills• hosting parties


How will it feel to do this?• independent, happy, responsible, scared, lonely, excited, worried, free

Notice that some of these feelings are contradictory. Pair words that seem to haveopposing meanings (compressed conflicts):• lonely/free• happy/scared• responsible/independent• worried/excited

Direct analogy:How is Macdonald’s situation like that of a young person moving out on his/her own?Students recognize that Macdonald is facing a new situation, which offers him powerand responsibility such as he has never had, as does a young person facing life alone.They see that he will have some planning to do, and that he will have to solve hisproblems on his own. (etc....)

Personal analogy:How would it feel to be Macdonald at this point?Students recognize that he is probably scared of both the power and the responsibility,but is nevertheless intrigued by it. He would also be feeling worried and excited, happyand scared, etc.

Assignment:You (the students) are Macdonald. Write a letter to a close friend (in whom you canconfide anything), telling of your election and expressing the feelings you have aboutyour new job.

As a result of the synectics exercise in identifying compressed conflicts, the students areable to assume the character of Macdonald and write about his conflicting feelings ofambition and fear, loyalty and temptation, pride and humility.

Model Synectics Lesson: Sir John A. Macdonald and FriendshipThe analogies suggested in this example are intended to stimulate divergent thinking.

Concept:Friendship is a multi-faceted relationship.

Brainstorm:“How is a hedgehog like a broom?” and “How is a cat like a refrigerator?”

Analogy:“How is friendship like a river?” This should lead students to some interesting insightsinto their own friendships. “What other thing or idea is like friendship? Create yourown analogy.


Assignment:Write a creative piece about the friendship between John A. Macdonald and George-Etienne Cartier using this or another analogy to develop it. (If you prefer, use anotherhistorical friendship for this piece.)

(The information on synectics is based on an article published in English Quarterly byAnne Meier, president of the Canadian Council of Teachers of English Language Arts.)

Textbook Links• Horizons (Prentice Hall) pp. 73-170• Flashback Canada (Oxford) pp. 57-58; 114-115; 245-246


Assessment IdeasUse the following criteria for a model synectics lesson• generate ideas through brainstorming• identify feelings and emotions• give examples of tension/conflict• make and explain connections between diverse elements• assume a role or present an alternative viewpoint

Modifications / AdaptationsGifted/Enrichment• this is a good activity for these students

Learning Assistance• do this assignment in groups and weave these students into different groups• provide a simple sample of synectics thinking before doing this lesson• use a graphic organizer to show trains of thought• the first lesson on leadership is more appropriate than the second, as it requires

fewer interpretive brainstorming and analogy examples

ESL• this is a good activity for ESL students• pre-teach terminology• allow ESL to work in first language for some parts of the assignment• provide editing time to help ESL students process this step of letter writing• provide rubric of letter and language criteria to guide what goes into the letter for

the weaker students


IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry• plan and conduct library and community research using primary and secondary

print and non-print sources, including electronic sources• generate and critique different interpretations of primary and secondary sources• plan, revise and deliver formal presentations that integrate a variety of media

Politics and Law (I): Canada from 1815-1914• analyze political, economic, social and geographical factors that led to Confederation


Steps to Nationhood Visual Essay

Instead of a test about a unit, a visual essay is another way to assess whether or notstudents have understood what they have learned. Students use a standard letter sizedpiece of paper and choose five key quotations from the textbook or other sources ofinformation they have worked with. They also make five personal statements aboutthe events or people under consideration. Students then put the quotations andstatements together with connecting visuals (they either draw these, use photocopiedmaterial or magazine images) on one side of the paper. On the other side, they writean explanation of their visual choices, their personal statements and their quotations.

For this particular visual essay, ask students to compare Canada’s developmental stepsto nationhood with those of the United States.

Visual Essay Planning Chart

Quotations PersonalStatements

Visual Ideas Explanation

1.

2.

3.

4.

5.

Textbook Links• Horizons (Prentice Hall) pp. 76-88



Assessment IdeasThe following criteria will assist in evaluation, however, a complex task such as this oneis sometimes better served by lists of criteria for the different components.• visuals, quotes and statements reveal understanding of the text• visuals, quotes and statements combine to effectively reveal student meaning• explanation is clear, concise and extends the reader’s interpretation of the visual

essay• visual presentation (see the Assessment section for a rubric)

Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students• if doing this assignment in pairs or groups, allow gifted students to work together• as an alternative, provide five pictures or photos per country for the same exercise

OR provide five quotations from Canada and five from the States and have studentscritique these quotations to see how they show similarities/ differences/ values

Learning Assistance• provide three quotations from the text for these students• reduce number of personal statements to three• provide examples of finished product

ESL• ensure that the assignment requirements are very specific (for example - should the

written part be in point form or paragraphs?)• if possible, have samples of the finished project for students to view before

completing their own work

IRP LinksSociety and Culture: Canada from 1815-1914• analyze the changing perception of Canadian identity and assess the influence of the

United States and other countries

Politics and Law (I): Canada from 1815-1914• identify contributions to the evolution of responsible government and federalism• analyze political, economic, social, and geographical factors that led to

Confederation

Politics and Law (II): Canada from 1815-1914• compare Canada’s developmental steps to nationhood with those of the United

States


National Policy Acrostic

Acrostics are a series of lines in which the first, last or other particular letters form aword, phrase or the alphabet. Traditionally, the first letter is the key one. They are a funand good way to synthesize and organize ideas. This strategy could be used for anyhistorical name, place name, policy or occurrence. Students write the letters of thealphabet down a page and choose a significant detail or connecting event that beginswith that letter of the alphabet.

For this assignment, ask students to create an acrostic that summarizes and analyzesthe impact of the National Policy on western expansion.

Acrostic Planner

N

A

T

I

O

N

A

L

P

O

L

I

C

Y

Textbook Links• Horizons (Prentice Hall) pp. 186-187, 325• Flashback Canada (Oxford) pp. 197, 245, 246, 285



Assessment Ideas• effective word choice• significant events or details• overall impact is original and insightful

Modifications/AdaptationsGifted/Enrichment• change the audience: children, people of limited language ability, adults, etc.• add complexity to the requirements of the activity such as the inclusion of pertinent

quotations, descriptions, a symbol that represents the mood, etc.

Learning Assistance• this is a good activity for these students• provide copies of the National Policy• review the term “western expansion”

ESL• teachers may want to have students work in pairs• use a shorter acrostic• model acrostic writing and show samples of student work

IRP LinksEconomy and Technology: Canada from 1815-1914• analyze the impact of the National Policy on western expansion


Purchase of Rupert’s Land

This is a thinking skill that is designed to give us a broader and clearer view of asituation. You, as the thinker, must try to put your self in the position of the otherperson to see the world through his eyes. There are two steps to this exercise.

1. Identify all of the other people involved in the situation.

2. Put yourself in the position of each of these other people and present a point of view.Identify a solution to their concerns.

People Perspective on Purchase Suggested SolutionMetisFirst NationsProtestant settlersHudson’s Bay Co.Canadian Government

Textbook Links• Horizons (Prentice Hall) pp. 156-157• Flashback Canada (Oxford) pp. 133-134, 155


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• understanding of subject• quality of ideas

Modifications/AdaptationsGifted/Enrichment• do the presentation as a role play in costume and with props• draw a political cartoon that represents the events leading up to the purchase of

Rupert’s Land• do a picture dictionary format mind map to show relationships with words and

illustrations

Learning Assistance• this is a good assignment for these students


ESL• may need a prep sheet of background information for each group (glossary-type

definitions)• give examples of presenting points of view




Colonel Garnet Wolseley’s Expedition to Red River

Imagine that you are a volunteer with Colonel Garnet Wolseley’s expedition to RedRiver in the summer of 1870. You are to write 2 journal entries describing your feelingsand the various phases of this journey. Library research on this topic will be necessary.

You should consider the following questions in your journal.1. Why did you volunteer to join this expedition?2. How did the expedition reach Red River?3. What are the geography and climate of the country through which you passed?4. What happened at your reception, on arrival, at Fort Garry?

Include with your journal a map of the route taken by the Wolseley expedition.

Textbook Links• Horizons (Prentice Hall) pp. 158-162• Flashback Canada (Oxford) pp. 161; 227


Assessment Ideas* See the Assessment section for rubrics.• research skills• understanding of subject*• quality of ideas*• use of language*• assuming a role*

Modifications/AdaptationsGifted/Enrichment• send a telegram to Ottawa describing the situation at Fort Garry• create a “fact file” of the things seen/encountered on the route (see #3 above)• create a checklist of the things you need to take on the trip (supplies) from the point

of view of the Colonel

Learning Assistance• provide copies of research or titles of books• adjust length of journal entry (reduce it)


ESL• review journal writing form/genre• may need assistance with research• may require additional instruction

IRP LinksApplications of Social Studies• plan and conduct library and community research using primary and secondary

print and non-print sources, including electronic sources

Politics and Law (I): Canada from 1815-1914• analyze the impact of the 1837-38 Rebellions, the Red River Rebellion, and the


Environment: Canada from 1815-1914• analyze how geography influenced the economic, historical and cultural

development of western Canada


Red River Rebellion of 1870

Complete the chart describing the various groups involved in the 1870 rebellion at RedRiver.

What did theywish to

accomplish?Actions Results of actions

Metis

Canadians

CanadianGovernment

Textbook Links• Our Land: Building the West, pages 147 - 159• Horizons (Prentice Hall) pp. 125-128; 158-162• Flashback Canada (Oxford) pp. 151-163


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas


Modifications/AdaptationsGifted/Enrichment• write a newspaper article or editorial from the point of view of each group about

the events of the rebellion• focus on Louis Riel and write a biography• create political cartoons that poke fun at the military and the Canadian

government’s inability to react to or control the situation

Learning Assistance• provide a copy of study notes for the textbook pages

ESL• this is a good activity for these students• remind/review how to select key words and phrases

IRP LinksPolitics and Law (I): Canada from 1815-1914• analyze the impact of the 1837-38 Rebellions, the Red River Rebellion, and the



The Execution of Thomas Scott

The execution of an English speaking Orangeman by Louis Riel on March 4, 1870 haslong been the subject of considerable controversy.

Why did Louis Riel believe that executing Thomas Scott was necessary?

Form a group of three or four and brainstorm answers to this question.

When you have completed this exercise, write a paragraph that summarizes yourresponse to this question.

Textbook Links• Our Land: Building the West, pp. 151 - 153• Horizons (Prentice Hall) pp. 161-162• Flashback Canada (Oxford) pp. 158-160; 227; 240



Modifications/AdaptationsGifted/Enrichment• ask students if they think Riel was justified in executing Scott; have them respond to

the dilemma from two points of view (then and now)• debate: some actions - like murder - are justified if the cause is an honourable one

(use historical and current examples to discuss)

Learning Assistance• this is appropriate for these students

ESL• may need a paragraph frame or model• may need a graphic organizer for note-taking


IRP LinksPolitics and Law (I): Canada from 1815-1914• analyze the impact of the 1837-38 Rebellions, the Red River Rebellion, and the



Louis Riel Position Paper

Louis Riel is considered one of the most important figures in Canadian history. Hisleadership of the Metis in both the Red River (1869) and North West (1885) Rebellionshas sparked over a century of debate concerning his character. To French speakingCanadians, Riel is a symbol of the injustices English speaking Canadians have imposedon them since before Confederation. He is also considered a hero/martyr in the on-going struggle between the “two solitudes”. To others, he is simply an egotisticalmadman rebel who betrayed his country. The question is, how should Louis Riel beremembered?

The assignment is to prepare a one page position paper that presents and defends yourpersonal stand on the following question: Was Louis Riel a hero or a traitor?Use the following structure to organize your paper:• paragraph one: briefly explain the issue, state your position on it (but do not present

any reasons)• paragraph two: explain and support the reasons for your position with specific

evidence gathered• paragraph three: identify reasons for the counter-position, again with specific

evidence• paragraph four: compose a conclusion that refers to both arguments and your

position

Textbook Links• Horizons (Prentice Hall) pp. 157, 158, 161-162, 193-195, 197• Flashback Canada (Oxford) pp. 155-162, 226-228, 230-232, 236, 237, 239-241, 245


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• expository writing (essay)• quality of ideas

Modifications/AdaptationsGifted/Enrichment• have these students create a debate or dramatization on the subject• allow them to create their own plan for the paragraphs


Learning Assistance• provide these students with step-by-step instructions• use a graphic organizer to frame the paragraphs required

ESL• provide samples of the finished product• pre-teach key vocabulary





Read Horizons Ch. 3: Western Canada Geography

The following is a reading guide to assist students as they read chapter 3: TheGeography of Western Canada in their Horizons (Prentice Hall) textbook.

The importance of place (p. 94)• list the FIVE organizing principles that geographers use to help gather, organizer

and analyze information• explain HOW they help

The specific location of a place is its latitude and longitude. Use your atlas to provide thelatitude and longitude for:• Vancouver• Regina• Toronto• Halifax• Quebec City• Winnipeg

• St. John’s• Edmonton• Fredericton• Whitehorse• Cape Dorset

(Kingnait)

• Yellowknife• Resolute• Windsor, ON• Charlottetown• Crescent City, CA

Each degree of latitude and longitude can be broken down into minutes. One degree =60 minutes. For example, Kamloops B.C. has a position on earth of 50° 39’ Northlatitude and 120° 24’ West longitude (50° 39’ N, 120° 24’ W). Latitude is always North orSouth of the equator while longitude is always written as East or West of the PrimeMeridian (Greenwich or London, England).

Record the latitude and longitude of the following using degrees (°) and minutes (‘):• Coquitlam• Ottawa International

Airport• The Louvre, Paris,

France

• Disneyland, California• Harbour Bridge, Sidney,

Australia• Olympic Park, Tokyo,

Japan

Read the description of Winnipeg in your text on page 94. Use this description as anexample to provide a geographical description of Vancouver using the five organizingprinciples used by geographers.

Look at “Where Are You?” on page 95.• What does G.P.S. stand for?• What is it used for?• How does it work?• If you were given a G.P.S. receiver (prices start at about $160.00), in what ways

could you use it?


The Five Organizing Principles of Geography (pp. 96-98)• list and describe physical characteristics• list and describe cultural characteristics• how do places change over time?• how do places interact with other places?• list several distinct regions of B.C.

The Physical Regions of Western Canada (p. 99)Each region has distinct geological features and landforms. Use your textbook (wordsand illustrations) to describe each region:• the Canadian Shield• the Interior Plains• the Western Mountains

Apply your knowledge: The Big OneUse your textbook (pp. 102-3) and your atlas for information. You may also want to dosome library research, check the Internet or use your science textbook.Scientists (geologists) say that the surface of the earth is made up of large movingplates. Some are moving away from each other and others are colliding. When theymove away, or spread, new land is created by magma moving to the surface. Whenthey collide they can create serious problems for life in that area.• using point form, list and describe these problems• which problem is greatest for Greater Vancouver?

Colliding plates also create volcanic activity.• name several dormant (sleeping) and active volcanoes in the Pacific Northwest of

North America

The Climates of Western Canada (p. 104)• What kind of climate do most areas of Canada experience?• What moderates the coastal areas of British Columbia?

Describe the six factors affecting temperature• latitude• altitude

• distance from the sea• wind direction

• ocean currents• precipitation

Precipitation is rain, snow and hail (for example). Western Canada experiences threetypes of precipitation: orthographic (rain shadow), frontal and conventional.• precipitation amounts are determined by: (list two things)• heavy precipitation is confined to a: (list one thing)

Read the descriptions of each type listed in your textbook. Study the diagrams on pp.106-7. Answer the following questions. (You can also use your atlas, other classinformation such as videos, the library and the Internet to answer these questions.)• Why does Regina receive most of its rainfall in the summer months? What type of

precipitation causes this?• Why does White Rock receive far less annual precipitation than Port Coquitlam?• Which region of Canada has the greatest range of temperature between summer

and winter?


• Compare Victoria and Chilliwack, B.C. Both have approximately the same latitude.Why does Chilliwack have hotter summer temperatures and colder wintertemperatures than Victoria?

• Which landform region receives the least precipitation? Explain.• Fog usually occurs when warm air meets cold air. What two ocean currents cause

fog off the East Coast of Newfoundland during Spring and Summer? (Rememberthe Titanic.)

The Natural Regions of Western Canada (p. 108)• The natural environment of Western Canada is made of a large number of

ecosystems or ______.• Each has its own characteristic type of ___ and ____ species.• A biome contains a number of smaller ______.• These are natural areas where the _______.• Smaller ecosystems are made of _____.• Here, plants and animals have ______.• All parts of an ecosystem are ________.• Altering one part of the system or introducing a new organism to the system can

lead to disastrous results. People have often been chief factors in ecosystem damage.Examples of this are_______.

The Western Biomes (pp. 109-111)Biomes are usually named for the dominant ________ type.Fill in the following graphic organizer:

Biome Description Climate Animals Soil TypesBoreal ForestParklandPrairieInterior Mtn.Coastal Forest

The Cultural Landscape (p. 115)• What are environments called that have been used and altered by humans?• What do cultural attitudes determine?• Give the examples used in the textbook and list your own example.• What did native people use the environment without? (for millennia)• In what way did they use the land and water resources?• How did this change with the arrival of the Europeans?• List five factors that determine where people will decide to settle.• Explain how areas that lack these features can experience population growth. List

three boom or bust resource towns and describe their fates.• Resource towns do not employ as many people as do cities with manufacturing and

service industries. List some of the service areas in your area. (See p. 117 for help.)• Explain how Canada’s urban population has increased from 1871 to 1951.• Explain what percentage of Canadians today live in urban centres.


Boundaries: The Lines on a Map (p. 118)• Explain what National, Provincial, Territorial and Municipal boundaries are called.• Explain how the Metis and natives divide Western Canada before the arrival of

European settlers.• European and North American governments dominated the continent. Explain what

Frontier zones were replaced by and what this inevitably led to.• Give two examples of conflicts in North America caused by national boundaries.• Native people have not had the power to draw these lines on a map themselves.

Explain and give two recent examples of how the power is shifting (p. 119).• Study the maps on p. 120 and explain why the Provincial and Territorial boundaries

change between 1873 and 1905.• Explain how boundaries affect people’s lives.

Textbook Links• Horizons (Prentice Hall) Chapter 3


Assessment IdeasEvaluate the following, which will depend on which section you choose. *See theAssessment section for rubrics.• group work*• quality of ideas*• understanding of subject*• mapping skills

Modifications/AdaptationsGifted/Enrichment• ask students to analyze a map of the GVRD and surrounding area; have them try to

predict where future growth might spread and to brainstorm some of theeconomic/cultural/environmental impacts that may occur

• invite someone from GVRD to discuss the “regional plan” for the school’s area

Learning Assistance• limit the amount of work required; focus on bare essentials

ESL• this is a huge assignment; students may need to work in pairs and will require

almost double the amount of time as native speakers of English (provide a timelinefor completion)

• students may need to check frequently with their teacher to ensure understanding• graphic organizers for different sections would help


IRP LinksEconomy and Technology: Canada from 1815-1914• identify factors that contribute to the economy of British Columbia• assess changing economic relationships between British Columbia and its major

trading partners

Environment: Canada from 1815-1914• construct, interpret, and use graphs, tables, grids, scales, legends, contours and

various types of maps• identify and describe the physiographic regions of Canada and processes that

formed these regions• analyze how geography influenced the economic, historical, and cultural



Canadian Identity: Then and Now

This mini-unit corresponds with Horizons (Prentice Hall) chapters four and five and isabout Canadian Identity/Canada Moves West. It is done in three parts:

1. Symbolism Art GalleryWork with your teacher librarian to gather a collection of 16 symbols that represent theUnited States and Canada. One good source is With Flying Colour: A Classroom Kit onCanadian Symbols (Minister of Public Works and Government Services Canada, 1996).Arrange them in A and B pairs (the beaver and the eagle; the Mountie and the LAPDuniforms, for example) on the wall and do your best to create an art-gallery-likeatmosphere in the room. Have students circulate the room in groups of four tocompose the following information about each pair of symbols:• What group, thing or event does this image represent?• What do you think/feel when you see this image?• What is the relationship between images A and B? Similarities? Differences?

Connections?Once viewing the art gallery is finished, have a debriefing discussion about whatstudents learned. Keep referring to “why symbols are important to Canadian identity”.

2. Free Trade and Cultural IntegrationUse the Oxford textbook Canadian Issues pp. 334-335 for this part. Read the informationabout free trade and increased economic integration between the United States andCanada and think about whether increased economic integration also leads to increasedcultural integration. Use the “Making Connections” discussion box on p. 335 to explorethese issues in a guided discussion format.

3. Issues and Their Historical RootsRead Chapters four and five from the Prentice Hall textbook Horizons and summarizekey events. In a discussion, connect these historical events to current issues facingCanadian identity such as multiculturalism, French/English conflict, the influence of theUnited States, and native rights. Students may have to do additional reading andresearch in order to discover enough about current events in these areas to successfullymake the connections required. The video Canadian Identity (26 minutes long, 1992,available at Winslow, call number 971CAN) might be of help here.

Textbook Links• Canadian Issues : (Oxford) pp. 334-335• Horizons: (Prentice Hall) Chapter 4 and Chapter 5• Flashback Canada: (Oxford) pp. 64-69, 106, 140, 350



Assessment IdeasSee the Assessment section for rubrics on the following.• quality of ideas• understanding of subject• group work

Modifications/AdaptationsGifted/Enrichment• good assignment for these students• allow these students to work together on this project

Learning Assistance• reduce the number of paired images for which these students are responsible• choose the most simple ones for them to work on

ESL• provide a graphic organizer for the gallery walk• model the gallery walk required thinking before assigning students to the task


print and non-print sources, including electronic sources• generate and critique different interpretations of primary and secondary sources

Society and Culture: Canada from 1815-1914• demonstrate awareness of ways the arts mirror and shape Canadian society


The Development of Western Canada Essay

Write an essay on one of the topics provided about the development of WesternCanada. You must explain, analyze, evaluate, judge and arrive at a conclusion about theissues related to the topic. The purpose of the essay is to demonstrate your level ofunderstanding of the development of the West and related issues.

I. TopicsA. Explain and evaluate the impact of the development of Western Canada on theMetis and Aboriginal People from 1815-1885.B. Explain and evaluate the impact of the National Policy on the development ofWestern Canada.C. Explain the causes and consequences of the Red River and North-West Rebellionand its impact on the development of Canada.

II. FormatThe Essay must be written using the conventional essay format as taught in this class(introduction, body, conclusion; thesis statement, transition statements, etc.)

III. ResourcesUse the information from Canada Revisited and Horizons (photocopies) to complete theessay. Additional resources are not required but may be used to enhance the quality ofthe essay. These resources are available in the library. Avoid plagiarism using your ownwords. If you want to “quote” directly from the resources, use MLA style in-textreferences which simply requires the last name of the author and the page number:(Smith p.100). A bibliography is required. Refer to the “How to do a Bibliography”handout in the Research and Plagiarism section in this resource to determine the properformat of a bibliography.

IV. Content and OrganizationA. Explain and evaluate the impact of the development of Western Canada on the Metisand Aboriginal People from 1815-1885.

Introduction• attention-getter• background information about the development of the West and the Metis and

Aboriginal People• thesis sentence: state the impact (positive, negative, etc.) of the development of

Western Canada on the Metis and Aboriginal People

Body• Selkirk/Red River Settlement• Rupert’s Land Act• Red River Rebellion• Manitoba Act• Governor Douglas Treaties on Vancouver Island• Cariboo Gold Rush and Chilcotin Rebellion• North-West Territories Act


• Indian Act• National Policy• North West Mounted Police and Whiskey Traders• Seven Treaties• North West Rebellion

Conclusion• refer to the thesis• make a judgement about the impact of the development of Western Canada on the

Metis and Aboriginal People• provide a “clincher” statement

B. Explain and evaluate the impact of the National Policy on the development ofWestern Canada.

Introduction• attention-getter• background information about the National Policy• thesis sentence: state the impact (significant, insignificant, etc.) of the National Policy

on the development of Western Canada

Body• explain the National Policy and its objectives:i. protective tariffsii. national railwayiii. settlement of the West• evaluate the results and impact of protective tariffs, national railway and settlement

of the West:i. Tariffs & Prosperityii. Dominion Lands Act & Prairie Homesteadsiii. North West Mounted Policeiv. Seven Treatiesv. Settlers, Aboriginal People, Metis and the North-West Rebellion and Results• Vancouver• Chinese in B.C.

Conclusion• refer to the thesis• make a judgement about the impact of the National Policy on the development of

Western Canada• provide a “clincher” statement

C. Explain the causes and consequences of the Red River and North-West Rebellionand its impact on the development of Canada.

Introduction• attention-getter• background information about the Red River and North-West Rebellions


• thesis sentence: state the causes and consequences of the Red River and North-WestRebellion and its impact on the development of Canada

Body• explain the causes, the events leading to rebellion, and the short and long term

consequences of the Red River Rebellion• explain the causes, the events leading to rebellion and the short and long term

consequences of the North-West Rebellion• evaluate the impact of the Red River and North-West Rebellion on the development

of Canada

Conclusion• refer to the thesis• make a judgement about the impact of the Red River and North-West Rebellion on

the development of Canada• provide a clincher

Textbook Links• Canada Revisited: (Arnold Publishing) Chapter 10 The Nation Expands p.206-233 and

Chapter 11 The Nation Has Growing Pains p.234-271• Horizons (Prentice Hall) Chapter 4 The Northwest to 1870 p.124-163, Chapter 5 The

Prairies 1870-1896 p.164-200 and Chapter 6 British Columbia to 1896 p.201-241


Assessment IdeasSee the Assessment section for rubrics on the following.• expository writing (essay)• quality of ideas• understanding of subject• use of language

Modifications/AdaptationsGifted/Enrichment• allow these students to create their own template for this assignment• encourage them to make connections between the required events/issues and other

events/issues• discuss modern native concerns re: land claims, issues and have students investigate

the Indian Act, the Assembly of First Nations, etc. to explore the idea of native selfgovernment and the various forms that could take

• debate or opinion paper: should First Nations people be compensated for theirhistorical and modern mistreatment?


Learning Assistance• limit the choices of topics these students are allowed to make• provide idea diagram and/or omit evaluation part of topics as an expectation• use the Fifty Nifty Ideas for Teaching Social Studies to provide alternative

assignments as this one is very demanding

ESL• this is very challenging for ESL students - modify length if possible• provide finished samples of this assignment for them to see before beginning their

own• use graphic organizers to frame their writing and paragraphs• provide the assessment tool in advance so they can see how they will be evaluated• check drafts as students progress

IRP LinksPolitics and Law (I): Canada from 1815-1914• analyze the impact of the 1837-38 Rebellions, the Red River Rebellions, and the


Politics and Law (II): Canada from 1815-1914• evaluate the impact of western expansion and federal policies on Aboriginal people

Economy and Technology: Canada from 1815-1914• analyze the impact of the National Policy on western expansion


Development of Canada Mandala

Have student groups complete a mandala that summarizes the impact of the followinggroups and events on the development of Canada:• Aboriginal people (including the Metis)• French• British• 1837-1838 Rebellion• Red River Rebellion• Northwest Rebellion

Guidelines for Working in Groups:Many projects in Social Studies require working in groups. Group projects have avariety of positive features including the opportunity of feeling the synergy ofcooperative efforts and the skills learned in organizing a piece of work in whicheveryone feels they have contributed and through which they have all grown sociallyand intellectually. The following are some suggestions for successfully managing groupprojects in your class.

Project Expectations1. The project will be handed in or presented on the day assigned.2. The mark assigned to the group for their work will be divided among the group

members by the group members themselves. Each person’s mark should reflecthow much he or she contributed to the project as a whole.

Group Expectations1. A leader or chair person should be selected to work with the group to ensure that• consensus is used as the decision-making process• the jobs each person are assigned are written down and understood• a time frame in which the project will be completed is written down and understood

by all group members• the encouragement of all group members is on-going2. The group must be pro-active and have plans for problems that may arise such as

illness of members of the group during preparations of the assignment or absenceson presentation day

Individual Expectations1. The individual is expected to be a cooperative team member working for the group

and what is best for the group (not exclusively him or her self). In the end, this willhelp create the synergy that will bring about the best results for the group and theindividual.

2. Be aware that doing less work than asked for or doing a lot of extra work, beyondwhat was asked for can be problematic for the individual when marks aredistributed.

3. Individuals should select from the following possible roles. An ideal group memberis capable of playing all roles. Roles include leader, recorder, synthesizer,encourager, supporter, organizer, peace-keeper, questioner, ideas-seeker, etc.


personal opinions

key people

key events

visual representations

impact

development of

Canada

Textbook Links• Horizons (Prentice-Hall) pp. 33, 135, 155, 177, 192• Flashback Canada (Oxford) pp. 3-8, 10-17, 26-28, 32-37, 151-163, 188-189, 226-241


Assessment IdeasSee the Assessment Section for rubrics on the following.• group work• visual presentation• understanding of subject• quality of ideas


Modifications/AdaptationsGifted/Enrichment• reverse the initial questions and have students summarize the impact Canadian

history has had on the groups instead of the impact the groups have had on thehistory

• have students do a Monty Python-esque “Concise History of Canada”• have students draw a comic strip to demonstrate a concise history of Canada

Learning Assistance• create alternative assignment with the help of Fifty Nifty Ideas for Teaching Social

Studies as this is quite challenging• option: do only one segment of the mandala

ESL• students may require additional explanation and help with the concept of group

work and how it is evaluated• samples of previous work would be helpful

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry

Society and Culture: Canada from 1815-1914• describe the contributions made by Aboriginal people, the French, and the British to

the development of Canada




HBC Fur Trade Board Game

Using what they know of the fur trade as managed by the Hudson’s Bay Company,have students design a pathway of events or travel done by the participants. Tellstudents to ensure the pathway/journey should have many pitfalls to maintain interestduring the game. Use a die or dice for moving ahead, create squares for jumping aheadfor positive choices made by the protagonist or back up or miss a turn if the character isthwarted by the antagonist. Bonus cards or risk cards can be designed depending onplot movement or hypothetical situations suffered or successfully navigated by thetraders, as long as they are consistent with the historical and archaeological fact. Theboard could be made to look like the setting. Because this assignment is best done ingroups, the due date provides a great opportunity for different groups to play andevaluate each other’s games according to pre-set criteria.

Game Key• board = journey• risk cards = pitfalls when player must answer question related to the content• bonus cards = extra move(s) or rescue from pitfalls (depends on game designer)



Assessment IdeasWork with students to develop the criteria for this assignment. Some possible criteriaare:• setting accurately reflects historical fact• game reveals character events and archaeological• game is engaging• rules of play are clear and concise• object of game is appropriate for content upon which it is based• object of game involves skill• group work (See the Assessment section for a rubric)• visual presentation (See the Assessment section for a rubric)

Modifications/AdaptationsGifted/Enrichment• have students organize a round robin tournament including prizes and appropriate

room decoration


• have students become an “on-the-spot” reporter for the tournament or single game- complete with microphone, trench coat and cameraman - and comment on theaction (the student should heighten enthusiasm and add pertinent comments aboutthe original text as players make moves or decisions)

Learning Assistance• brainstorm what pitfalls might look like (i.e. diseases, shortage of food, accidents,

etc.)

ESL• very suitable for ESL students because of the visual and physical aspects• have weaker students create a game based on an already established game board or

adapt the rules and board of a known game to the content (such as a version ofSnakes and Ladders or Monopoly)

IRP LinksSociety and Culture: Canada from 1815-1914• assess the interactions between Aboriginal people and Europeans• describe the contributions made by Aboriginal people, the French, and the British to

the development of Canada


Immigrant Bio-Poem

In this assignment, students research a historical figure. Students should get theirinformation from at least three different resources, including the Internet. Theytranslate their information into a poem. While any historical figure (famous orotherwise) would work for this assignment, immigrants and immigration issues aresuggested. In this case, the influence of immigration on the development of Canada andthe contributions of immigrants to the development of Canada should be reflected inthe final Bio-Poem. It will help students to choose a particular immigrant group andselect either a famous historical personage from that group or invent a fictional “joe-average” character based on their knowledge of that group’s experiences.

Poem FormTeachers could choose other items for the lines. For example, some lines might includeideas such as the character's feelings, needs, and fears or the contributions a personmade to the development of Canada.Line 1 First nameLine 2 Date of birth/deathLine 3 Place where person was born, other places person has livedLine 4 Influence of the place on the personLine 5 Show a family relationship (daughter of, brother of, etc.)Line 6 Four traits that describe the personLine 7 What the person loves (3 item; can be people, ideas, objects)Line 8 Ideas that recur in the person’s worksLine 9 Person’s beliefs (2 or 3 beliefs)Line 10 What others say about the personLine 11 Last name

Additions: Pictures, images, short excerpts of the person’s written work (if applicable)or speeches, etc.

Textbook Links• Horizons (Prentice Hall) pp. 23-27, 234-236, 273


Assessment Ideas• conveys message in original way• effective detail and description• follows rules of the chosen poetic form• carefully edited and proofread• reflects required historical content


Modifications/AdaptationsGifted/Enrichment• put the poem into rhyming couplets or write a sonnet• choose a style of poem that was popular during the subject’s lifetime• perform the poem in costume and character (make it a biographical performance)


ESL• allow use of first language while the task is processed• suitable for ESL students• model the assignment - show examples of student work

IRP LinksSociety and Culture: Canada from 1815-1914• assess the interactions between Aboriginal people and Europeans• describe the contributions made by Aboriginal people, the French, and the British to

the development of Canada• identify the influence of immigration on, and the contributions of immigrants to, the



What I Wish for my Daughter

Traditional history has emphasized the important role that men have played in thedevelopment of Canada. However, such development would not have been possiblewithout the contributions of women. Countless mothers sent daughters off to newlands from the Old World or saw them head out to settle the new land in the West.What words of wisdom would you give your daughter setting out on this newadventure? What would the daughter talk about in her letters home? Write a dialogueor series of exchanged letters between mother and daughter. Remember that inaddition to participating in many of the “great” moments of history, these women hadto adapt to a new environment, new food, isolation, lack of technology, etc.

Textbook Links• Horizons (Prentice Hall) pp. 23-25, 30-32, 65-66, 84, 153-154• Flashback Canada (Oxford) pp. 262-264, 296-298, 326-328, 333, 336-340,


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• quality of ideas• understanding of subject• visual presentation of ideas

Modifications/AdaptationsGifted/Enrichment• role play a conversation between the two women• do a reader’s theatre style presentation whereby the letters are read out while other

students perform what is described in them

Learning Assistance• provide a list of things to talk about/mention in the letter or dialogue• emphasize feelings rather than factual content

ESL• show basic requirements of dialogue and/or letter writing• ensure evaluation criteria are made clear in advance of the assignment• define terms


IRP LinksSociety and Culture: Canada from 1815-1914• identify the changing nature of families and women’s roles in Canadian society• identify the influence of immigration on, and the contributions of immigrants to, the



Walking a Mile in Someone’s Shoes

Create a bio-poem to describe the life of an imaginary person important to Canada’sdevelopment. For example:• a Metis woman• a Chinese railroad worker• a “Country Wife”• a government official

Lines of the poem use the following recipe:1. First name2. Four traits that best describe the character3. Relative of (brother, sister, cousin, etc.)4. Lover of . . . (three things or people)5. Who feels . . . (three items)6. Who needs . . . (three items)7. Who fears . . . (three items)8. Who gives . . . (three items)9. Who does . . . (three items)10. Who would like to see . . . (three items)11. Resident of _____12. Last name.

The information that you use to complete the bio poem should reflect the realities ofthe situation that the person would have experienced.

Textbook Links• Horizons (Prentice Hall). Page references vary depending on choice; use the index• Flashback Canada (Oxford). Page references vary depending on choice; use the index


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• quality of ideas


Modifications/AdaptationsGifted/Enrichment• put the poem into rhyming couplets or write a sonnet• choose a style of poem that was popular during the subject’s lifetime• perform the poem in costume and character (make it a biographical performance)


ESL• allow use of first language when processing the assignment• suitable for ESL students• model the assignment - show examples of student work





Women in Canada

Women contributed to the development of Canada in numerous and diverse manners.As a review of the course you will create three “contribution cards” to capture thevaried ways in which women participated in the development of Canada. Studentsmust complete two general cards and one specific card.

Possible topics include:

General• First Nations Women• Metis Women• Pioneer Women• Immigrant Women• Women of the Family Compact• Women connected to Government

Specific• Queen Victoria• Susannah Moodie• Emily Stowe• Sarah Bernhardt• Catherine Parr Traill• Nellie McLung

Instructions for Card

Front of Card• illustration• symbol relating to the life of the person• border• timeline of key events/moments

Back of Card• background• family life• occupation• daily tasks• hopes/fears• trials and rewards

Textbook Links• Horizons (Prentice Hall) pp. 30-32, 65-66, 84, 125-129, 139-146, 151-154, 276-278• Flashback Canada (Oxford) pp. 262-264, 296-298, 326-328, 333, 336-340


Assessment Ideas* See the Assessment section for rubrics.• historical empathy• quality of ideas*• understanding of subject*• visual presentation of material*


Modifications/AdaptationsGifted/Enrichment• emphasize the need to demonstrate the whole complexity of the person rather than

simple facts and figures• have students research more unique, obscure people for the cards• allow student input on what goes on the cards and how they look

Learning Assistance• provide a graphic organizer for the cards so students know precisely what to put

and where• assign easy-to-research people/groups

ESL• encourage comparisons to famous women from the country of the student’s origin• show samples of finished cards

IRP LinksApplication of Social Studies• plan and conduct library and community research using primary and secondary

print and non-print sources, including electronic sources• identify the changing nature of families and women’s roles in Canadian society


Suffragette Interview

Stage an Oprah-style talk show with the suffragettes. Have students research theleading figures in the suffragette movement, including Lady Aberdeen and NellieMcLung. Students should focus on women who comprised either the CanadianWomen’s Suffrage Association or the National Council of Women of Canada. Oncestudents have gathered enough information to role play one of the women, it is time tostage the talk show.

Textbook Links• Horizons (Prentice Hall) pp. 65-66, 84, 276-278• Flashback Canada (Oxford) pp. 325, 332-338


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• group work• quality of ideas• presentation of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• this is good for these students• work on higher level thinking questions for the interview

Learning Assistance• use graphic organizers to guide research• provide material on the suffragettes for them or assign Nellie McLung as she is easy

to research

ESL• allow note cards during the interview• show a video of previous years’ interviews for modelling or show an Oprah

segment• provide lots of rehearsal time


IRP LinksApplications of Social Studies• assess and defend a variety of positions on controversial issues• plan, revise and deliver formal presentations that integrate a variety of media

Society and Culture: Canada from 1815-1914• identify the changing nature of families and women’s roles in Canadian society


Women Through Five Generations

Ask students to choose a particular location in Canada and to think about what it wouldhave been like to have been a family living there through five generations. This isapproximately one hundred years if you assume a new generation begins every twodecades. The start date for this assignment is 1815; the end date is 1914. Have studentswrite five narrative anecdotes about a woman in each generation. They need to includeinformation on the following for each anecdote: name, occupation, lifestyle, hopes andfears, a typical daily event, clothing, education level, family connections. If they prefer,the students can write a diary entry from the point of view of each of the five womeninstead; however, the same information needs to be included in the entry. The goal is toexplore the lives of women in the time period and see how they changed over thehundred years.

Textbook Links• Horizons (Prentice Hall) pp. 30-32, 65-66, 84, 153-154, 276-278• Flashback Canada (Oxford) pp. 262-264, 296-298, 326-327


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• good assignment for these students• extend to a role play component• link to real historical figures and events (make references to these things in the

writing)

Learning Assistance• limit the length of the required writing; limit the number of generations• provide a frame or graphic organizer for content

ESL• provide short information packets on the five generations including photos• provide graphic organizer to guide writing/thinking• show models from previous years


IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• plan and conduct library and community research using primary and secondary


Society and Culture: Canada 1815-1914• identify the changing nature of families and women’s roles in Canadian society


Two Voices

To fully appreciate the complexity of historical events, it is often necessary to tackle thechallenging task of seeing a single event through multiple perspectives. Use the formatof a “Two Voices” poem to summarize an event in Canadian history.

Content Example: building the railroadThe poem should include• personal background such as family, education, status• motivation• daily challenges• hopes and fears• most memorable event• etc.

Format Example: two columnsI am an official of the C.P. R.I have skills that make me important toCanada.etc.

I am a Chinese railroad worker.I am expendable and that makes meimportant to Canada.etc.

Suggested Other Topics:• artist/labourer• country wife/fur trader• native/immigrant• farmer/fur trader• Confederation member/non-member• English/French

Textbook Links• Horizons (Prentice Hall). Page references throughout the text; depends on topic• Flashback Canada (Oxford). Page references throughout the text; depends on topic


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• quality of ideas• understanding of subject• presentation of ideas


Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students• suggest they represent the information visually as well as with words• ask them to make links to other time periods for a total of four voices (two from the

past; the two from the present who have the same roles) or link in the voices ofother generations such as the two voices’ children’s voices

Learning Assistance• write one of these poems with the class as a model• provide a graphic organizer with a limited number of prompts per side (the teacher

starts the sentence; they finish it)

ESL• provide examples from previous students of the finished product• provide a graphic organizer• assign the two voices and provide prose information on each to get them started

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• assess and defend a variety of positions on controversial issues

Society and Culture: Canada from 1815-1914• identify the influence of immigration on, and the contributions of immigrants to, the



Immigration Assignment

The purpose of this assignment is to strengthen your understanding of the immigrantexperience and to learn to synthesize primary source information. You will beresponsible for interviewing an immigrant to Canada and will ask a number ofquestions related to the following topics: employment, schooling, housing, standard ofliving. It would be best if you had an adult you could interview but if that is notpossible, consider interviewing some ESL students in the school. You may interviewyour own parents. Two students may not choose to interview the same person,however. After you have completed your interview, you will then present yourfindings to the class. You will need to tell the class where your interview came from,what year he/she came to Canada, and what prompted him/her to come to Canada.As well, you will need to compare and contrast the above mentioned topics as theyrelated to your immigrant’s home country and Canada. Your presentation must be fiveminutes in length. The second part of this assignment will be to compare the presentday immigrant experience with that of Irish immigrants to British North Americaduring the time of the Great Migration. Are there any comparisons that can be made?The last part of the assignment is to write a short paper in which you will outline whatyou have learned from this assignment and your thoughts about immigration.



Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• understanding of subject• quality of ideas• use of language• presentation of ideas• expository essay

Modifications/AdaptationsGifted/Enrichment• examine immigration in terms of global migration - Why are people in the world on

the move? Why do they choose to risk their lives to get to the first world? Whatshould world organizations do to help solve the problem?

• hold a class debate or write an opinion essay on these topics


Learning Assistance• not all L.A. students would be able to find a suitable person to interview and may

require assistance• second part of assignment would require assistance (comparison part)

ESL• teach or model interview format• ESL students may need extra help or practice in interview format• need background information on Irish immigration

IRP LinksSociety and Culture: Canada from 1815-1914• assess the interaction between Aboriginal people and Europeans• describe contributions made by Aboriginal people, the French, and the British to the




Sir Wilfred Laurier Era Immigration Poster

Using the paper provided, design a poster for settlement in Western Canada. Include allimportant information that a new settler would need to know.

In the design of your poster include drawings of your choice. Remember that the goalof the government at this time was to attract as many settlers to the West as possible.

Make your poster as attractive, appealing, and accurate as possible.

Textbook Links• Horizons (Prentice Hall) pp. 249-250, 257-265• Flashback Canada (Oxford) pp. 260-261


Assessment IdeasSee the Assessment section for rubrics on the following.• visual presentation• understanding of subject

Modifications/AdaptationsGifted/Enrichment• have students analyze what a poster would look like that attracted people to

western Canada today (or, perhaps, to dissuade people) - reasons should be basedon economic viability, standard of living, cost of living, potential for furtheradvancement, cultural mix, education, etc.

Learning Assistance• this is a good activity for these students

ESL• provide a rubric for marking criteria• provide a graphic organizer like the following for students to organize information

for the posterCostSuppliesTimeEmployment


IRP LinksSociety and Culture: Canada from 1815-1914• identify the influence of immigration on, and the contributions of immigrants to, the

development of Canada• analyze the changing perception of Canadian identity and assess the influence of the

United States and other countries


Selling Canada

This assignment involves taking all of the class notes and what you have learned aboutCanada and produce one page of writing in which you describe Canada as if you aretrying to sell the country. It should take into account all of the things you learned aboutCanada. It should also be persuasive - a reader should feel like Canada is the best placeon earth reading your advertisement. This page will be read out to the class and can beaccompanied by any prop you would like to bring. You may also read it on video if youwish.

Textbook Links• Horizons (Prentice Hall) pp. 291-335, 388-429 (whole book is possible - use index)• Flashback Canada (Oxford). All. Use index.


Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• understanding of subject• quality of ideas• use of language• presentation of ideas

Modifications/AdaptationsGifted/Enrichment• allow students to explore possibility that Canada may not exist in its present form

(this may be because of some present conditions that are the fly in the ointment)

Learning Assistance• emphasis on thoughts about why Canada is so great rather than recall of facts• may need to adjust length (reduce)

ESL• provide a graphic organizer to use as a basis for advertisement/speech• model and provide examples/samples of product

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry• plan, revise, and deliver formal presentations that integrate a variety of media


B.C. Character Profile

Ask the students to collect as much data as possible about a particular person from BritishColumbia’s history using primary and secondary resources. This data should includeappearance, traits, habits and so on. Create a profile of the character in a file folder. The profileor dossier could include a wanted poster, passport, birth certificate, diplomas, awards, andportrait, as well as an essay describing the character’s background and contributions toCanada.

Essay Writing GuidePre-Writing1. Based on the information in the dossier, brainstorm a list of character attributes or

adjectives that represent the character. What kind of person is he or she?2. Using the graphic organizer below, categorize the list of attributes into three groups and

come up with a label for each category. (You may need to toss out some of the attributes inorder to end up with three categories in the end.)

Category Category Category

Attributes Attributes Attributes

3. Now, look at the three category labels and come up with a single label that covers all ofthem. For example, if your categories were “strong-minded”, “organized” and “charismatic”,your overall label might be “good leader”.

First Draft Writing4. Write a five paragraph “canned” essay. Your thesis statement is: (name) is a type of person. Each body

paragraph should discuss a different aspect of the person, using the three categories andtheir attributes as supporting evidence and content. Using the above example, the thesisstatement would be “____ is a good leader.” Each of the body paragraphs would cover thecategories of strong minded, organized and charismatic, using examples from theattributes column. The final paragraph would sum up how these traits demonstrate goodleadership.

Textbook Links• Horizons (Prentice Hall) Chapters 6 and 9• Flashback Canada (Oxford) pp. 123-130



Assessment Ideas* See the Assessment section for rubrics.• variety of dossier items• authenticity of each item (e.g. Does it look like a real passport?)• understanding of subject*• quality of ideas*• visual presentation*• presentation of ideas*• expository essay*

Modifications/AdaptationsGifted/Enrichment• students could use this character as a protagonist or antagonist in an original short

story or narrative poem• it could be fun for students to write the essay based on the contents of someone else’s

dossier

Learning Centre• provide an idea diagram• assign the students a person who is easy to remember• provide direction for sources in research

ESL• review key terms such as “dossier”, “profile” and “thesis”• a graphic organizer for essay writing (central idea graph? web diagram?) will be

helpful for these students• brainstorm together for list of adjectives/attributes• show samples of finished product

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• plan and conduct library and community research using primary and secondary


Economy and Technology: Canada from 1815-1914• identify factors that contribute to the economy of British Columbia• assess changing economic relationships between British Columbia and its major

trading partners


Technological Hall of Fame

The purpose of this assignment is to write a letter of recommendation for one of thefollowing technological inventions:• railway• farm technology (plow)• steam engine• time zones• chronometer• telephone• etc. (your choice)

Your chosen invention is applying for a position in the Canadian government’s“Technological Hall of Fame”. Your letter should indicate why the invention is suitablefor such a position, what contributions to Canadian society the invention has alreadymade and what contributions will be made in the future; it should also explain whatimpact the invention had on Canadian settlement and employment patterns. The letteris to successfully argue a place in the Hall of Fame for your chosen invention.

Textbook Links• Horizons (Prentice Hall) pp. 130-135, 184, 228, 209-213,• Flashback Canada (Oxford) pp. 198-210, 288


Assessment Ideas* See the Assessment section for rubrics.• assuming a role*• understanding of subject*• quality of ideas*• use of language*• visual presentation*• mapping skills• letter writing skills

Modifications/AdaptationsGifted/Enrichment• write a letter that isn’t too flattering; include negative comments as well as positive

regarding the invention’s “exploits”


Learning Assistance• may require length adjustment• use a graphic organizer to guide content and writing

ESL• provide model of letter• provide a graphic organizer to guide content and writing• students submit outline or rough draft for review before proceeding to the writing

stage

IRP LinksEconomy and Technology: Canada 1815-1914• identify and describe the effects of technological innovation on settlement and

employment patterns within regions of Canada


Fraser River Explorer Journal

The year is 1810. You are Duncan MacDonut, a 29 year old explorer in the employ ofthe North West Company. The famous fur trading enterprise from Montreal. You havebeen sent to the wilds of the western edge of the world to look for furs and to see ifthere is any truth to the rumour that another route to the Pacific Ocean exists, this oneeasier for canoes than the treacherous Fraser. On a bright spring day you leave Fort St.James, the remote fur trading fort established by Simon Fraser a few years before, andyou head to the west, in search of this elusive river. The Natives tell you that you willhave to make a portage at the end of Stuart’s Lake where you will find a native trail toanother large lake that is called Babine.

On your mission you keep a journal, (like all good explorers do), as well as a map ofyour route. You also get to name things as you ‘discover’ them. Your journal and mapare destined to be valuable artifacts in the history of the land that will be known asBritish Columbia. (Hint: go beyond your textbook and do some library research andenhance your journal with historical accuracy.)

In your journal you will make at least 6 entries, as you search for (and hopefully find)the river. In it you will do the following:1. Describe yourself: provide some biographical information. Let your human side

show.2. Describe your travelling companions and your voyageurs, a motley collection of

Scots, Quebeckers, and Metis.3. Describe encounter with native people along the way. Hostile? Friendly?4. Tell about tensions and troubles within your little group.5. Describe a tragic event that will befall one of your companions.6. You have a Native guide, since you don’t speak the language. What is the guide

like?7. Describe the daily frustration you feel being in such a strange land, far from home.8. What sort of animals do you encounter?

Whether you make it is up to you. Perhaps you find the route and earn fame andfortune. Perhaps you do not, and go home a failure. Maybe you don’t go home at all,and your journal and your bones are found some years in the future.




Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• understanding of subject• quality of ideas• visual presentation• use of language

Modifications/AdaptationsGifted/Enrichment• this already challenges the gifted

Learning Assistance• provide direction for resource materials• reduce the number of required entries

ESL• model journal writing• provide samples of journal entries

IRP LinksEconomy and Technology: Canada from 1815-1914• identify factors that contribute to the economy of British Columbia

Environment: Canada from 1815-1914• analyze how geography influenced the economic, historical, and cultural



Innovations Carousel

Have students do some research on the following technological innovations:• railway• steam engine• time zone development• camera• chilled steel plow• Marquis wheat

• chronometer• telephone• wireless telegraph• bicycle• Red Fife wheat• Morse Code

• car• airplane• motion picture• radio• grain elevators•

While students should find out about the basic development of each innovation,including its impact on everyday life, they should also focus on the impact thatinnovation had on Canada and Canadians, particularly settlement and employmentpatterns. Permit the students to do their research in groups, but tell the groups not toshare their findings with any other set of students.

Once all students have done their research, re-form the groups so the students areworking with new combinations of people. Then, place large pieces of chart paper onthe wall, one for each research topic. Give each group a felt pen of a different colourand give each group three minutes to write everything they learned about the topic ontheir paper. Rotate the groups like a carousel, giving each one a chance to add to thenew topic as they arrive at it.

When the carousel is complete, leave the chart paper on the wall and stage a classdiscussion about general trends in technological innovation, settlement patterns andemployment patterns in Canada.

Textbook Links• Horizons (Prentice Hall) pp. pp. 130-135, 184, 228, 209-213,• Flashback Canada (Oxford) pp. 198-210, 288


Assessment IdeasSee the Assessment section for rubrics on the following.• quality of ideas• understanding of subject• group work• presentation of ideas


Modifications/AdaptationsGifted/Enrichment• allow these students to work together• ask that they demonstrate connections between innovations where possible• compare these innovations’ impact to modern innovations in similar fields such as

wireless computers (telephone), GMO crops (Red Fife wheat) and nuclear power(steam)

Learning Assistance• provide packets of information on the innovations for the student• make a graphic organizer so they don’t miss information

Innovation Impact Influence onSettlement

Influence onEmployment

railwaytelephoneRed Fife wheat

ESL• walk students through the carousel process so they know what to do• allow extended time for the research• suggest comparisons with innovations made in their homelands• define key terms

IRP LinksEconomy and Technology: Canada 1815-1914• identify and describe the effects of technological innovation on settlement and

employment patterns within regions of Canada


Aboriginal Peoples Newspaper

Putting a newspaper together allows students to work together cooperatively ingroups and to improve their writing skills. Before students put the newspapertogether, teachers need to teach basic journalistic writing skills: who, what, where,when, how, and why. Explain the objective point of view needed for news reporting,the importance of remaining unbiased and for using neutral words so that bias will notshow. Discussing the difference between fact and opinion is also helpful. Other details toconsider are things like the weather and real estate ads (could reflect part of the setting),co-incidental news items reflecting the time period, society pages for incidentalcharacters, etc. While this activity can be adapted to suit any time period or historicalevent, the impact of western expansion and federal policies on Aboriginal people issuggested for the newspaper assignment. When the course content permits, have thestudents create newspapers from different editorial perspectives. (Again, the suggestedtopic lends itself well to this.)

Have students look at a variety of newspapers before they start the activity to discoverparts of a newspaper and newspaper style.

Each group will be responsible for the following sections of their paper:1. Front page2. Editorials3. Letters to the editor4. Reporter interviews5. News stories

Additional possibilities include: pictures, advertisements, comics, cartoons, want ads,classifieds, etc.

Textbook Links• Horizons (Prentice Hall) pp. 135-136, 139-146, 151-162, 170-176, 177-182• Flashback Canada (Oxford) pp. 146, 188-189


Assessment Ideas* See the Assessment section for rubrics.• articles follow appropriate newspaper format: headlines, lead sentences, form, main

facts first, 5W’s and H content, etc.• written work is free of mechanical and technical errors• articles show analysis and interpretation of text• product is effectively organized; appealingly presented


• visual presentation*• group work*• understanding of subject*• quality of ideas*

Modifications/AdaptationsGifted/Enrichment• allow these students to work together if this project is done in pairs or groups• have two groups do their newspapers with the same theme but different time

periods and then compare notes (example: land treaties - Blackfoot 1800’s andNisga’a 2000)

Learning Assistance• front page and news stories may be more appropriate areas for these students to

focus on• provide very explicit directions about who is to do what and how it is to be done

ESL• pre-teach basic journalistic style writing skills• modifications could include use of content in first language• allow these students to work on the sections that have strong models in real

newspapers



Society and Culture: Canada from 1815-1914• assess the interaction between Aboriginal people and Europeans• describe contributions made by Aboriginal people, the French, and the British to the



Read Horizons Ch. 9: B.C. Economy

The following is a reading guide to assist students as they read chapter 9: The Economyof British Columbia in their Horizons textbook.

Introduction• List the ten most memorable facts about B.C. based on this introduction

British Columbia Resources (pp. 351-352)• Define renewable resource, nonrenewable resource and hydroelectric power

The Forest (p. 353-359)• List ten memorable facts about B.C.’s forests• What percent of B.C.’s 95 million hectares is forest?• Explain the 1912 Forestry Act• What happened in 1947?• Define sustained yield• What was introduced in 1995? Explain• Define: ecosystem, watershed, clear cuts, selective logging• use pp. 353-359 to create a timeline for the forest industry

Fisheries (pp. 360-363)• Define plankton• List all possible causes for the decline of the West Coast fishing industry

Water (p. 364)• Compare our consumption of water per day to that consumed in India. What are

your reactions to these facts?• What do the rivers of B.C. provide water for?• Name the two major salmon rivers in B.C.• What are the rivers and valleys of B.C. ideal for?• Name two dams that supply the province with cheap and plentiful hydroelectric

power

The Agricultural Industry (p. 367)• What percent of B.C.’s land is suitable for farming?• Explain how B.C. farmers tend to specialize in their production• What do these regions primarily produce: Fraser Valley, Okanagan Valley, Cariboo,

Peace River• What percent of the workforce does farming employ in B.C.?• How did farming change in the 1990s?

Non-renewable Resources: Mining and Fossil Fuels (p. 370)• Mining has always been an important part of B.C.’s resource-based economy• Define unprocessed, open-pit mining, bedrock, tailings


The High-Tech Revolution (p. 375)• “High Tech” industry comprised more than 2000 companies with total revenues

exceeding $3 billion• What is the newest area of the industry?• What is the largest part of the information technology industry?• What activities does it encompass? (list 6)• Other industries within this sector specialize in (list 5)• What is the fastest growing segment of the telecommunications equipment

industry?

Splendour Undiminished (p. 377)• Name B.C.’s two fastest growing industries• What established tourism in B.C.?• Name the other mode of transportation that encouraged touring and tourism. Give

an example• What else has attracted sight-seers from around the world?• List some of B.C.’s historic sites and towns• One of B.C.’s biggest tourism success stories has been its _____• The Vancouver area of B.C. has become known as _____

Population and Environment (p. 382)• What is Vancouver’s rate of unemployment?• What is the Cariboo region’s rate?• Why is Vancouver’s rate lower?• What percent of B.C.’s total area is comprised by the Georgia Basin?• What percent of the total provincial population lives there?• This area includes what?• Define cost of living• Explain what “fringe areas” are

Textbook Links• Horizons (Prentice Hall) Chapter 9 (pp. 342-382)• Flashback Canada (Oxford) pp. 129-130


Assessment IdeasDepending upon which section of the assignment is evaluated, see the Assessmentsection for rubrics on the following.• group work• quality of ideas• understanding of subject


Modifications/AdaptationsGifted/Enrichment• class presentation or essay listing the advantages and disadvantages of B.C.s

resource-based economy• suggest ways B.C. can lessen its economic dependence on resources

Learning Assistance• limit each section to three or four questions

ESL• direct students to select the most memorable fact from each of the resources -

mining, fossil fuels, population, environment - plus the other six headings willprovide ten facts

• could work in pairs

IRP LinksEnvironment: Canada from 1815-1914• construct, interpret, and use graphs, tables, grids, scales, legends, contours and

various types of maps• analyze how geography influenced the economic, historical, and cultural

development of western Canada• identify key local and provincial resource-development issues from 1815 to the

present, considering the concepts of stewardship and sustainability


B.C. Economy Research Presentation

As a group, research and present one of BC’s industries to the class. Each member of thegroup is responsible for researching and presenting one section of the industry.

ObjectiveThe purpose of the assignment is to gain an understanding of the various industries ofBritish Columbia.

BC Industries• Forestry• Fishing• Agriculture• Mining• High Technology• Tourism and Recreation• Television and Film Production

SectionsEach member of the group is responsible for researching and presenting one section of theindustry:A. HistoryB. The PresentC. Impact on the EnvironmentD. Economic Value

A. History• Describe the historical development and evolution of the industry; include information

on significant changes in the industry, technological developments, and events thathelped or hindered its development

• Provide pictures or video to support the description

B. The Present• Describe the state of the industry at present; include information on current practices or

methods, existing technology, level of activity, number of people employed,government regulations, and recent events

• Provide pictures or video to support the description

C. Impact on the Environment• Explain the impact of the industry on the environment (past and present)• Describe the sustainable and unsustainable practices in the industry• Explain how the industry must improve its relationship with the environment in the

future and achieve sustainability• Provide pictures or video to support the explanation


D. Economic Value• Using graphs and tables, explain the value of the industry to the economy of BC.• Describe the growth or decline in revenue of the industry for the province within the

last 25 years• Describe the exports or sales from the industry (does not apply to Tourism or

Television and Film Industry)• Explain the future projections for the industry (include economic value and

employment)

PresentationEach member of the group must submit a written copy (report) of his or her presentationwith a bibliography. The report must be formal and cannot be written in point form. Itmust be submitted prior to the presentation and cannot be used for the presentation (todiscourage reading during the presentation).

The research must include both print and Internet resources and therefore thebibliography must include both types of resources.

Each member of the group must present for a minimum of 5 minutes.



Assessment Ideas* See the Assessment section for rubrics on the following.• research skills• group work*• oral presentation*• understanding of subject*• quality of ideas*• use of language*• presentation of ideas*

Modifications/AdaptationsGifted/Enrichment• have one member in each group look at how their industry is dependent on the

world market


Learning Assistance• ensure research materials are easily available• assign LA students to A or B section for the group• explain what a bibliography includes

ESL• a very demanding project• allow cue cards for the presentation• students may need detailed instructions and models

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue, or an inquiry• plan and conduct library and community research using primary and secondary

print and non-print sources, including electronic sources• plan, revise and deliver formal presentations that integrate a variety of media• demonstrate leadership by planning, implementing and assessing a variety of


Economy and Technology: Canada from 1815-1914• identify and describe the effects of technological innovation on settlement and

employment patterns within regions of Canada• identify factors that contribute to the economy of British Columbia• assess changing economic relationships between British Columbia and its major

trading partners


development of western Canada• identify key local and provincial resource-development issues from 1815 to the



B.C. Road Trip

Plan a road trip using the following guidelines:1. Work in groups of two or three.2. Plan for five days, starting from Vancouver.3. Each night must be spent in a town (or larger location) or at a park with vehicle/tent campsites.4. You can spend a total of 50 hours driving (this means an average of 10 hours per day, but you may spend more than 10 some days, if you spend less on others.) This is only a maximum. There is no minimum.5. Speeds:

multi-lane highway 100 km/hourmajor paved highway 80 km/houranything less 40 km/hour

Formula for Speed, Time, and Distance:

T = D S

6. Fill out the itinerary on the reverse. Place an asterisk next to those destinations where you will spend a night.7. Write a paragraph explaining the highlights of this trip and why you chose to go this way.8. Remember: if your idea of an enjoyable five days is not a trip where you are in a car ten hours a day, plan for less.

Itinerary

From To Direction km Speed Time

Textbook Links• Horizons (Prentice Hall) pp. 342-387• Flashback Canada (Oxford) pp. 123-130, 196-197, 203-6, 208



Assessment Ideas* See the Assessment section for rubrics.• group work*• understanding of subject*• trip planning

Modifications/AdaptationsGifted/Enrichment• download Tourism B.C. material on the places you are visiting; discuss strategies

used to promote tourism at the places the student visits

Learning Assistance• suggest students visit BCAA for reference materials

ESL• this is fine for ESL students

IRP LinksApplications of Social Studies• identify and clarify an problem, an issue, or an inquiry• demonstrate leadership by planning, implementing, and assessing a variety of





Pacific Rim Research

Ask students to follow their shoes and find out where their clothes and/or shoes aremade. Once they have ascertained that fact, ask them to do further research on thecountry of manufacture. They should put together an information brochure about thatcountry (or another Pacific Rim country of their choice) that includes topics such as• maps (geographical and political)• climate (weather, precipitation, regions)• general information (national flag, money system, capital, latitude and longitude,

national anthem wording, school system, sports)• government forms (history of development, three different levels)• earning a living (how people support themselves, import and export information)• science and technology (what kinds of technology are in active use and where,

including transportation and communication technologies)• national issues (problems facing the country)• connections to Canada (historical and current)

Have students present their final products to the class. Do a gallery walk for evaluation,where each brochure gets evaluated by at least three students.

Textbook Links• Horizons (Prentice Hall) pp. 236-238, 351, 377-379• Flashback Canada (Oxford) pp. 123-128, 132, 297-298


Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• presentation of ideas• quality of ideas• understanding of subject• use of language• reading for information

Modifications/AdaptationsGifted/Enrichment• use the suggestions in Additional Adaptations and Modifications for extension ideas• if groups are assigned, allow these students to work together


Learning Assistance• create a graphic organizer for the required information to guide research• reduce expectations for the amount of information gathered

ESL• provide examples of the finished brochures• define all key terms and expectations• demonstrate marking criteria early in the assignment

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• demonstrate leadership by planning, implementing and assessing a variety of

strategies to address the problem, issue or inquiry initially identified

Economy and Technology: Canada from 1815-1914• identify factors that contribute to the economy of British Columbia


Geography Postcards

Ask the students to list each physiographic regions of Canada on a series of postcards. Eachpostcard should describe, in words, the region itself and the processes that formed the region.On the reverse “side” of the postcard, ask students to create a collage using various imagesfrom magazines and other sources. The collage should be about the region and includeillustrations of it today as well as illustrations of the processes that created it. If students prefer,they can draw all or part of their collage instead of constructing it from magazine images.

Front of postcard = collage or drawing

Back of postcard

Dear _____________________ stamp

To:

________________

________________

________________

________________




Assessment Ideas• accurate illustrations of current state and past processes• details items included in illustration• clear, concise postcard message• visual presentation (See the Assessment section for a rubric)

Modifications/AdaptationsGifted/Enrichment• product extensions might include travel posters and travelogues, advertisements,

brochures and commercials• good activity for these students because it is so open-ended

Learning Assistance• this is a good activity for these students

ESL• this is a good activity for these students• limitations of postcard format will help these students feel secure• show samples of student work

IRP LinksEnvironment: Canada from 1815-1914• identify and describe the physiographic regions of Canada and processes that

formed these regions


Making Modern Connections

Think of the current implications of some of the key events that occurred during thistime period (1815-1914).

Major Events - PAST Identity Issues ForCanada

Modern Connection

• Red River Colony(1812)

• Protestants moveWest (1860)

• Multiculturalism:• Does having a

multicultural policymake Canada a betterplace to live?

• Are there anyproblems because ofit?

• Canada becomes“Multicultural” (1969)

• Sikhs allowed to ridemotorcycle withouthelmet (1998)

• Boatloads of illegalimmigrants seized inB.C. (1999 and 2001)

• The Building of theCPR (1871-1885)

• Cypress HillsMassacre (1872)

• NWMP formed (1873)• The execution of

Thomas Scott The RedRiver (1869)

• The execution ofLouis Riel-NorthwestRebellion (1885)

• The 7 Treaties -Natives and Canada(1877)

• Metis List of Rights(1869)

Textbook Links• Horizons (Prentice Hall) pp. 143-147, 158-162, 178-194, 197-199, 215-216, 257-258, 377,

228-233• Flashback Canada (Oxford) pp. 158-160, 167, 170-176, 179-188, 183, 186, 194-210, 227-

230, 234-236, 240-241



Assessment Ideas* See the Assessment section for rubrics on the following.• quality of ideas*• group work*• awareness of current events

Modifications/AdaptationsGifted/Enrichment• this is challenging enough for these students

Learning Assistance• narrow assignment to one topic (i.e. the seven treaties - Natives and Canada 1877)

and have students explain the event and look for the issue facing Canada

ESL• allow more time for completion• provide modern connection material (the research base, not the answers)

IRP LinksSociety and Culture: Canada from 1815-1914• identify the influence of immigration on, and the contributions of immigrants to, the


Politics and Law (I): Canada from 1815-1914• identify contributions to the evolution of responsible government and federalism• analyze the impact of the 1837-38 Rebellions, the Red River Rebellion, and the


Environment: Canada from 1815-1914• analyze how geography influenced the economic, historical and cultural



Famous Canadians

1. Choose one famous Canadian with whom you are not familiar.2. Research subject using following subtitles:

a) Childhood/Family/Odds and Endsb) Claim to Famec) Personal assessment of why this person was/is famous

3. Find picture of subject for enlargement purposes.4. Create riddle “Who Am I?”

1. Alexander MacKenzie 19. Terry Fox2. Emily Carr 20. Wayne Gretzky3. Sir John J.C. Abbott 21. Foster Hewitt4. Sir John S.D. Thompson 22. Burton Cummings5. Sir Mackenzie Bowell 23. Lorne Greene6. Sir Charles Tupper 24. Alexander Graham Bell7. Sir Wilfred Laurier 25. Timothy Eaton8. Sir Robert Borden 26. Pierre Berton9. Arthur Meighen 27. Farley Mowat10. W.L. Mackenzie King 28. Robert Munsch11. Richard B. Bennet 29. Margaret Atwood12. Louis S. St. Laurent 30. Tom Thompson13. John Diefenbaker 31. Chief Dan George14. Lester B. Pearson 32. Nellie McClung15. Pierre E. Trudeau 33. David Suzuki16. Joseph Clarke 34. Dr. Charles Best17. Kim Campbell 35. Sir John A. MacDonald18. Brian Mulroney 36. Anne Murray

Textbook Links• Horizons (Prentice Hall). All.• Flashback Canada (Oxford). All.


Assessment Ideas* See the Assessment section for rubrics on the following.• research skills• understanding of subject*• quality of ideas*• presentation of ideas*


• use of language*• visual presentation*• assuming a role*

Modifications/AdaptationsGifted/Enrichment• rather than creating a riddle, create “this is your life” interviews with people who

have influenced this famous Canadian

Learning Assistance• give examples of “who am I” riddles

ESL• provide examples of finished product

IRP LinksApplications of Social Studies• identify and clarify an problem, an issue or an inquiry• plan and conduct library and community research using primary and secondary



Historical Figure Psychiatrist’s Report

Have students select a person from Canada’s history (between 1815 and 1914) who is facedwith a problem. Have them imagine the person sees a doctor or counsellor about thedifficulty. Have students imagine the “patient” telling the doctor about the problem, dilemmaor conflict. Then, the students create a doctor’s report containing notes on the personality,how the “patient” deals with the difficulty, and perhaps with other people, and makingsuggestions for a solution to the problem. An additional task could be to have the studentswrite a transcript of the doctor/patient interview.

Some possible historical figures for this assignment are:• Sir Francis Bond Head• Robert Borden• Lord Durham• George Brown• Gabriel Dumont

• Wilfred Laurier• Mary O’Brien• Nellie McLung• William Lyon McKenzie• Louis-Joseph Papineau

Dr. ____________’s Notepad• Name of patient:• Appointment Date:• Time:Previous information supplied by patient

Information supplied this appointment

Diagnosis and recommendation for healing

Textbook Links• Horizons (Prentice Hall) pp. 30-32, 34, 36, 37-44, 78, 40-42, 43-45, 55, 73, 78-79, 174-176,

193-195, 249-250, 297, 277, 254,• Flashback Canada (Oxford) pp.3-7, 13, 20-21, 23-28, 34-37, 40-43, 61-62, 105-6, 230-237, 241,

246, 248-249, 325, 329, 333-337, 339,



Assessment Ideas* See the Assessment section for rubrics.• identify the problems• suggest several possible solutions• predict outcomes of “patient” decisions• assuming a role*• understanding of subject*

Modifications/AdaptationsGifted/Enrichment• allow students to self-select both the product of the assignment and the reflection

process that contributes to it; for example, students could compose a monologue,poem or song - either in first or third person - which summarizes the character’sconflict and offers solutions to his or her problem

Learning Assistance• omit this activity for learning assistance students

ESL• students may need an explanation of the roles of psychiatrist/counsellor in Western

culture• have students practice this approach with video clips before moving to print-based

characters

IRP LinksApplications of Social Studies• generate and critique different interpretations of primary and secondary sources• assess and defend a variety of positions on controversial issues• plan, revise, and deliver formal presentations that integrate a variety of media


Time Capsule

This project can be done individually, in pairs or in groups (4 maximum). Have studentschoose a samples of Canadian art from Canada’s history between 1815 and 1914. Thesesamples could include paintings, songs, weavings, carvings, books, etc. Each item is to bedepicted visually on a card. In addition, they must write a short paragraph explaining theirchoices (or present this information orally). Students should also explain, either in writtenform or orally, the contribution each piece (or type of piece) and its artist made to thedevelopment of Canada.

Time Capsule PlannerArtist Contribution to Canada (point form)

Item Reason for Choice of Item1

2

3

4

5

6

Textbook Links• Not applicable.


Assessment Criteria* See the assessment section for rubrics.• choose relevant items• explain and justify choices• understanding of subject*• quality of ideas*


Modifications/AdaptationsGifted/Enrichment• allow these students to work together if the group work option is the one chosen• students could make the real time capsule with 3D objects and, dressed in character,

re-enact the burial of the capsule, complete with monologue or dialogue• have these students make a modern time capsule for a historical figure - What

modern items would this person appreciate?

Learning Assistance• give concrete examples of types of items that could be used

ESL• group organization and use of concrete objects beneficial• representing cultural diversity adds to this assignment - What art objects/concepts

did the various ethnic immigrant cultures bring with them?

IRP LinksSociety and Culture: Canada from 1815-1914• demonstrate awareness of ways the arts mirror and shape Canadian society


Historical Figure on Trial

This activity works best after an intensive study that is of a particularly controversial orambiguous historical figure. Students are given - or choose - character roles and“become” the character. Other students take on the roles of defence and prosecutinglawyers, the judge and members of the jury. The person is put on trial for whatevercrime or wrong-doing was committed in the event.

It is important to review vocabulary associated with trials before beginning this activity(bailiff, affidavit, etc.)

Parts to Play: bailiff, jury, prosecution team (4 people), defense team (4 people),witnesses, judge, court reporter, news reporters, editorial writers, members of the juryetc. See the Richard Moneybags trial assignment in the Grade Nine section for moreinformation on running a classroom trial.

Procedural Details• Prosecution and defense teams interview witnesses and take affidavits (students

playing the role of witnesses can only have as much knowledge as the person in thetextbook has)

• Students will need training as to the type of witnesses they can pose and the properway to ask them

• The jury deliberates based only on the evidence presented in the trial and needs tocome to consensus

Textbook Links• Horizons (Prentice Hall) pp. 192-197• Flashback Canada (Oxford) pp. 155-162, 226-241


Assessment Ideas* See the Assessment section for rubrics.• dramatization accurately reflects the character and historical information• group work*• understanding of subject*• quality of ideas*• assuming a role*


Modifications/AdaptationsGifted/Enrichment• have students videotape the performance, edit any repeated scenes, include music,

advertisements and whatever else is necessary to convert the trial to a TV show• research a fictional crime of the same type in literature and compare the class’s

decision to the decision of the fictional judge and jury - discuss similarities anddifferences

• research a current crime of the same type and compare the class’s decision to thereal decision of the judge and jury - discuss similarities and differences

Learning Assistance• be selective when assigning roles• ensure a good understanding of reviewed vocabulary

ESL• teach and/or review judicial language• the experience of a trial could be a sensitive issue for some refugee students• provide a walk-through of procedures for visual or kinesthetic learners





Column Notes

Writing in column notes helps students to focus on the ideas in the piece they arereading. A two column system asks students to stretch their thinking by analyzingwhat it is they are reading.

Divide the paper in half. On the left side, students write essential vocabulary,observations, questions to themselves, key information, etc. On the right side, studentsput their reactions, responses and explanations.

Notes, Summary, Quotations, Questions,Vocabulary

Observation, Reactions, Responses,Connections, Speculations

Or the more straightforward . . .

Main Ideas Supporting Details

Another option is four column notes:

Summary Opinion Questions Answers




Assessment Ideas* See the assessment section for rubrics.• accuracy of notes• inclusion of significant details• insightfulness of reactions, responses and explanations• understanding of subject*• quality of ideas*

Modifications/AdaptationsGifted/Enrichment• have these students invent the headings for the two columns that best suits what

they are reading• ask these students to create a unique note-taking method if they feel that better suits

their reading style or the reading material

Learning Centre• provide samples of notes

ESL• may be best for proficient (advanced level) ESL students• model the process for students before requiring them to do it independently• provide other graphic organizers that better show hierarchy of idea (main and

supporting)




Reading Articles

This activity requires students to read a non-fiction article of the teacher’s choice.Students predict the article based on ten to twelve key words, then summarize itparagraph by paragraph as they read. A second reading checks for bias.

Prior to reading news articles aloud with class, select ten to twelve words - write themon the board/overhead. Brainstorm possible meanings for these words. Tell the classthat these words were selected from an article that you will read in class, ask what thearticle may be about - write two to three sentences. Set predictions aside for futurereference. Read the first paragraph aloud to the class, and ask what the key fact is.Progress through the article, one paragraph at a time, stopping to clarify if needed. Asyou read, have students jot down any signs of bias (explain bias if it has not beendiscussed in an earlier lesson). Ask the class to re-read the entire article, this timeunderlining (or writing down) pre-selected and any other unknown words, andhighlighting key facts. After the students have read the article for themselves, askwhere the main facts are located. Assign comprehension questions. Ask students toselect their own articles and repeat the process for the new reading selections.

Article Comprehension Questions1. What issue is being discussed?2. Does the reporter (author) reveal his/her bias regarding the issue?

Provide example(s).3. Does he/she report more than one viewpoint? Provide example(s).4. Do you agree/disagree with the importance of the issue?5. How would this article be reported on TV? Describe.6. How would you deal with the issue?



Assessment Criteria• responses to comprehension questions that show reflection and expression of

thought/opinion• responses include supporting evidence for thought/opinion


Modifications/AdaptationsGifted/Enrichment• have students look for viewpoints opposite to their own (they have to analyze more

critically to understand an opposing view and defend it)• have students discuss the moral/ethical implications and consequences rather than

take right/wrong, black/white perspectives on the issue

Learning Assistance• omit #5 and #6• select appropriate articles for these students

ESL• best for developing and proficiency level (3+/4/5) students• use hi-liter pens• short articles with concrete topics that are basic or specific are best (such as the latest

in immigration policy, etc.)• teach definitions of: bias, prejudice, fact vs. opinion, myth/reality, misleading,

viewpoint, media distortion, inaccuracy, exaggeration• model how to summarize and practice summarizing• extend to listening to news broadcasts

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• generate and critique different interpretations of primary and secondary sources


Chapter Sort and Predict

Select thirty or more key words from a textbook chapter that the students will soon bereading. Using felt tipped markers write the words on index cards. Randomly distributethe cards to the students. Arrange four or five long strips of masking tape (sticky sideout) on the front chalkboard so that the index cards can be attached to the tape.Students must now figure out how to categorize all the cards. Ask students, one at atime and randomly, to place their cards on the tape. The first five students generallyfind it very easy as they simply create a category for their card. However, once all stripsof tape have assigned categories the options become more limited. Options include:• place one's card on an empty strip of tape and establish a new category• contribute to an existing category• redefine an existing category so that one's card and the cards on the tape all fit• move as many cards and change as many categories as is necessary to get one's card

on a piece of tape• passing (only allowed once per game)

Once this exercise in convergent and divergent thinking is complete have the studentswrite down the categories and the words listed. For homework they are to compose aparagraph or two that incorporates all the words and predicts what the chapter will beabout. This will be compared to the actual chapter as it is read.

After the words have been categorized on the board, ask students to create a chart likethe one below - it will change depending on the number of categories the class finallydecides upon - and rough out their paragraph plan in the space provided. This becomestheir pre-writing for their homework assignment.

Category Category Category Category Category

Words Words Words Words Words

PLAN

An option to the tape: post-it notes (but you can’t re-use the notes very many times; thecards last much longer.)This also works as a chapter review activity.


Textbook Links• Horizons (Prentice Hall). Throughout book. Use index.• Flashback Canada (Oxford). Throughout book. Use index.


Assessment Ideas• categories are explained and justified• a plausible prediction is made based on the given vocabulary

Modifications/AdaptationsGifted/Enrichment• students could create a jeopardy or trivial pursuit type game with the categories

emerging from the activity• students with an interest in psychology or semantics could explore the comparisons

between the student-written texts and the originals

Learning Assistance• pair these students with stronger students• review definitions of each of the selected words

ESL• a very good activity for ESL students• combine this with a dictionary lesson so students know all the words’ meanings

before attempting to categorize OR include the definition of more difficult wordsright on the card

IRP LinksNot applicable. This is a reading strategy designed to help students work their waythrough their textbooks.


Current Events Assignment

Examine a newspaper or newsmagazine and select an article that is in some way relevantto Social Studies. Clip it or make a photocopy (you will need to hand this in on the day ofyour presentation).

You will be required to present and discuss your article in class for five minutes.Your presentation should include the following information:• Source• Date• Author• Section and Page• Short description and summary of the article (i.e. the main points)• Why did you choose this article?• How does this article relate to your studies?

You will be evaluated on each of the following criteria: suitability of topic, backgroundinformation, details and development, presentation, and how well your presentationstimulates discussion.



Assessment Ideas* See the Assessment section for rubrics.• choice of material• understanding of material*• oral presentation*

Modifications/AdaptationsGifted/Enrichment• have these students get ideas from the chart in Additional Adaptations and

Modifications to extend this activity


Learning Assistance• allow the option of writing rather than presenting orally• invite a group of students to collect articles on the same theme; have them show the

relationship of the articles• have students show the biases in their chosen articles

ESL• provide a graphic organizer to guide their thinking and help with information

analysis• allow them cue cards when they present• include a tape of a news broadcast for current events• work in pairs

IRP LinksApplications of Social Studies• identify and clarify a problem, an issue or an inquiry• generate and critique different interpretations of primary and secondary sources• assess and defend a variety of positions on controversial issues

Environment: Canada from 1815-1914• identify key local and provincial resource-development issues from 1815 to the



Political Food for Thought

Let’s Imagine...It’s time to elect a world leader, and your vote counts.

Here’s the scoop on three leading candidates:Candidate A:• Associates with faith healers and consults with astrologists• He has had two mistresses• He chain smokes and drinks 8 to 10 martinis a day

Candidate B:• Was kicked out of office twice• Sleeps until noon• Used opium in college• Drinks a quart of brandy every evening

Candidate C:• Is a decorated war hero• Is a vegetarian• Doesn’t smoke• Drinks an occasional beer• Hasn’t had any illicit affairs

Which of these candidates is your choice?

You don’t really need any more information - or do you?

• Candidate A is Franklin D. Roosevelt• Candidate B is Winston Churchill• Candidate C is Adolph Hitler

AssignmentResearch the 3 leaders you have heard of most frequently or choose the President ofMexico, the President of the U.S.A. or the Prime Minister of Canada. List their +(positive) and - (negative) characteristics. Which characteristic list is the most appealing?The least?

Textbook Links• Counterpoints (Prentice Hall) pp. 243, 256



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• critical thinking

Modifications/AdaptationsGifted/Enrichment• have students take on the role of political advisors to their leader and offer advice

on how they should promote their strengths and minimize their weaknesses• as a political analyst, discuss the characteristics of a selected leader that got the

person elected

Learning Assistance• allow students to present notes in point form• direct their choices• provide assistance with research resources

ESL• explain that the assignment is to develop a list of criteria for good leaders before

rating leaders• use a graphic organizer to list criteria

IRP LinksSkills and Processes I• demonstrate the ability to think critically, including the ability to define an issue or

problem and develop hypotheses and supporting arguments• gather relevant information from appropriate sources• develop and express appropriate responses to issues or problems


Political Cartoon Assignment

Political cartoons are sophisticated commentaries on political figures, events or ideas.Understanding political cartoons requires critical thinking skills and encourages peopleto interpret information rather than simply absorbing ideas. In analyzing a politicalcartoon a certain amount of background knowledge is usually helpful as is a familiaritywith certain analytical skills. The following sequence of activities, culminating in apolitical cartoon assignment, are intended to provide models of political cartoons andpractice at interpreting their meaning.

Introductory Activities• discuss samples of political cartoons as a class• jigsaw various political cartoons in small groups

ProjectThe assignment is to create a portfolio of five political cartoons. Each one must bemounted in a neat and well organized fashion. You may create one of the five cartoonsto comment on an issue currently in the news if you choose; the rest must be gatheredfrom already-published sources. In addition to each political cartoon, you must identifythe following:• title• cartoonist, publication, date• topic of the cartoon• description of the cartoon• cartoonist’s point of view on the issue

When you are analyzing your collection of cartoons, consider the following:• size of figures• light and dark designs• caricature to emphasize physical attributes• symbolism• stereotyping• exaggeration• effectiveness (is the message clear? understandable?)

Textbook Links• Counterpoints (Prentice Hall) pp. 23



Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of ideas• quality of ideas• understanding of subject• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• allow these students to alter this assignment according to their own interests and by

using ideas from the gifted/enrichment chart in Additional Adaptations andModifications

Learning Assistance• reduce the number of required cartoons to three• pre-select cartoons for analysis that are relatively easy to deconstruct

ESL• model political cartoon analysis for these students• provide a list of questions to ask of each cartoon so they have a routine to follow• this will be difficult for some students as they lack the cultural background

knowledge to detect satire, irony and other forms of humour

IRP LinksSkills and Processes I• identify and use approaches from the social sciences and humanities to examine

Canada and the world

Cultural Issues• identify the contributions of the arts in reflecting and shaping Canadian identity

Political Issues II• identify and assess political issues facing Canadians


Priorities

Here is the situation:

You are a great ruler of many people. In fact, all of Earth is your kingdom. One day,quite by surprise, you are shocked to receive word that enemies of Earth from anothergalaxy have sent lethal chemical missiles to destroy all people and living things on yourplanet. The missiles will arrive in 24 hours, and they cannot be stopped. It is yourmission to see to it that the race is preserved and continued. Beneath your palace youhave a shelter with room and provisions for 7 people. You’ve been presented with a listof 21, all of whom are willing to accept the mission. You know only their occupationsand whether each is a male or female. You do not know the age, race, health, politicaland religious beliefs, or personality of any of the people listed. Given the informationbelow, you must decide which 7 people will live and continue the human race. (Youcannot be included.) Here is the list:

Artist - femaleBusiness person - femaleCarpenter - maleChef - maleChemist - femaleComputer Scientist - femaleDancer - maleDoctor - femaleEngineer - maleFarmer - femaleHistorian - male

Librarian - maleMechanic - femaleMinister - femaleMusician - femalePhysical Therapist - malePolitician - femalePsychologist - maleTailor - maleTeacher - femaleLawyer - male

Circle the 7 you have chosen, and next to each write a brief note explaining your choice.For the remaining people, explain why you didn’t choose them.

For both groups, explain how each person might contribute to the cultural diversity ofsociety.




Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• critical thinking• use of language• presentation of material

Modifications/AdaptationsGifted/Enrichment• allow some students to make a choice based on a socialist point of view of the

world; others may choose from a strong capitalist point of view

Learning Assistance• excellent exercise for these students

ESL• this could promote an interesting discussion around cultural values/perspectives


Canada and the world• communicate effectively in written and spoken language or other forms of

expression as appropriate to the social sciences• demonstrate the ability to think critically, including the ability to define an issue or

problem and develop hypotheses and supporting arguments

Skills and Processes II• assess the role of values, ethics and beliefs in decision making

Cultural Issues• describe the role of cultural pluralism in shaping Canadian identity• identify and assess cultural issues facing Canadians


Canadian Identity Collage

For this assignment you and your group members will create a collage of Canadiansymbols and images that represents the Canadian identity. You will select severalimages from magazines or draw your own images to create a complete picture of whatit means to be Canadian. Your collage should include at least 25 images and such thingsas geographic features, historic sites, famous Canadians, Canadian heroes, entertainers,politicians, cities, pastimes etc. As well, the group will explain to the class why theseimages have been selected. (Your presentation should be approximately 2 - 3 minutes inlength).

Textbook Links• Counterpoints (Prentice Hall). Chapter 8.


Assessment Ideas• appearance• relevance• variety• presentation

Or See the Assessment section for rubrics on the following.• group work• visual presentation• oral presentation• understanding of subject• quality of ideas

Modifications/AdaptationsGifted/Enrichment• allow this to be done in the form of a skit or a montage of vignettes of “things

Canadian” or “Joe Canadianesque”• part one - how others see us; part two - how we see ourselves

Learning Assistance• provide models for these students to see before they begin• make marking criteria very clear to these students in advance


ESL• ESL students may need additional time to research symbols and images of Canada• option: different countries’ views and perceptions of Canada - ESL students could

present the image of Canada in their home country

IRP LinksSkills and Processes I• communicate effectively in written and spoken language or other forms of

expression, as appropriate to the social sciences

Social Issues II• devise and defend a personal definition of what it means to be Canadian

Cultural Issues• describe the history and contributions of Canada’s French and English cultures in

shaping Canadian identity


Political Ideologies in a School

Understanding the various political ideologies can be a very challenging task, especiallyat the theoretical level. Your assignment is to demonstrate what a political ideologywould look like in concrete terms. In other words, your job is to create a school basedon a particular political ideology and explain to us how and why the school would beorganized in a particular way. Possible topics for inclusion include:• lates• attendance• subject areas• extra curricular

• dress code• entrance requirements• exit requirements• evaluation

• seating arrangements• school resources• personnel titles• teaching styles

The final oral presentation should include an introduction to the particular ideology andan accurate reflection of this particular ideology throughout your talk. Your task is tosell the advantages of this ideology. What would the school look like if it was runaccording to Fascist principles, for example? Communist? Capitalist? Etc.

Textbook Links• Canadian Issues (Oxford) pp. 111-113, 293,• A Nation Unfolding (McGraw Hill Ryerson) pp. 30, 38, 40, 44, 201-3• Counterpoints (Prentice Hall) pp. 255-257


Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• presentation of ideas• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students• if the assignment is to be done in groups, allow these students to work together

Learning Assistance• provide a graphic organizer that will help students think through this activity

(outline the basis tenets of the ideology and provide space for them to apply thetenet to different facets of a school)

• extend allowable time


ESL• provide a graphic organizer like the one described for learning assistance students• show finished samples of work before students begin• allow the use of note cards during the oral presentation and/or rehearsal time


expression, as appropriate to the social sciences• demonstrate the ability to think critically, including the ability to define a problem or

issue and develop hypotheses and supporting arguments

Skills and Processes II• assess the role of values, ethics and beliefs in decision making• demonstrate awareness of the value of Social Studies education in their daily lives

and careers


Government and Ideology Research

Use the textbook, library and Internet to find answers to the following questions. (Thisis based on chapter one of the Towards Tomorrow Government text, but the informationcan be found in a variety of places.):

1. List 3 branches of government that exist in all countries

2. Define the following:a) Government:b) Ideology:

3. The word “Democracy” is a Greek word. Explain what the Greek word compound isand define each part.

4. Name the individual considered the Father of Capitalism.

5. They are generally regarded as the original thinkers behind Socialism and co-authored The Communist Manifesto. Who are they?

6. State the ideology that best fits the description:a) Strong believers in economic freedom.

b) Believes in common ownership

c) Competition is the driving force behind the society

d) Uses fear to control the people

e) Believes in social equality

f) this ideology was affected by the writing of John Keynes

g) Many rich, many poor

h) Major thinker of Conservative tradition in the 1700’s, Edmund Burke

Once this information has been gathered, apply it to the Canadian situation. How isCanada’s government structured at all three levels? What ideologies guide Canadianpolitics and legal issues?

Textbook Links• Canadian Issues (Oxford) pp. 96-97, 110, 262-265, 298-299• A Nation Unfolding (McGraw Hill Ryerson) pp. 10-27, 31-35• Counterpoints (Prentice Hall) pp. 132, 222



Assessment Ideas* See the Assessment section for rubrics on the following.• understanding of subject*• quality of ideas*• research skills

Modifications/AdaptationsGifted/Enrichment• make a poster representing the “isms”• create a visual of the major thinkers, beliefs, terminology, etc.; include a wheel or

continuum that shows the relationships of the ideologies to one another

Learning Assistance• list the ideology and have students identify it compared to capitalism or socialism• use a graphic organizer such as the following

Canadian Ideology Capitalism Socialism123

ESL• allow extended time for this assignment• pre-teach terminology

IRP LinksSkills and Processes I• gather relevant information from appropriate sources

Skills and Processes II• recognize connections between events and their causes, consequences and

implications

Political Issues I• explain Canada’s political system and contrast it with other political systems

Political Issues II• explain how political spheres of influence have changed throughout the world

during the 20th century


Totalitarian Ideologies: A Research Assignment

Students are to complete a project (A, B or C listed below) on one of the following twoideologies:

1) fascism: OR• Italy 1922 - 1943 (end of Mussolini)• Germany 1933 - 1945 (end of Hitler)

2) communism:• Russia/USSR - under Stalin• Cuba 1959 to present (Castro)• China 1921 to present (Mao)• China Tianamen Square

Students must select either A, B or C to complete as their project.

A. Reporta) Social, Political and Economic conditions in Italy or Germany which existed duringthe fascist reign, or in Russia, Cuba or China which led to communism. Reference tokey leaders and their roles should be included in this report. Describe social, politicaland economic conditions.

b) Clearly describe totalitarian characteristics as they existed in the country you chose.Point form is fine.i. Describe the government system that exists.ii. What role does the party leader play?iii. What tactics does the government use to keep the public under control?iv. What about people or parties who oppose the government?v. How does the government control the media? Education? Economy?

c) You must complete one of the three choices listed below.i. A newspaper editorial about the effectiveness of the government/leader in thecountry you have chosen.• there is a connection to facts and events listed in your report• it is convincing for the time period we are studying• includes some personal criticism or commentary from the writer• is written in an editorial form

ii. A journal entry by a person living in the country you have chosen, which relates howdifferent aspects of their life were affected by the actions of the government.• be sure to personalize the material to give the impression that it is you living in this

time period.

iii. A poster promoting the government in the country you have chosen.• must have a slogan• must relate to factual events/people• all art work must be original (no photocopies)


B. Political Pamphleta) The content of the pamphlet must show an understanding of totalitarian ideology.b) Relate the traditional ideology to society in the 1990’s.c) Construct a government process that is consistent with a totalitarian government.d) A summary or list of a past Totalitarian government’s beliefs or actions that serves

as a historical foundation for your political party.

C. Political Timelinea) The content of the timeline must show an understanding of totalitarian ideology.b) Selection of key events in the development of the selected government. Choose

only the events that show a direct link to the characteristics of a totalitariangovernment.

c) Provide detailed explanations of how the events relate to a totalitarian ideology. Besure to include examples of characteristics that existed in the country you chose foryour project (see “c” under Report above). References to key leaders and their rolesshould be included.

d) Use of illustrations or pictures where appropriate to help document and illustratethe events in the timeline.

Textbook Links• Canadian Issues (Oxford) pp. 112-113, 117• A Nation Unfolding (McGraw Hill Ryerson) p. 12• Counterpoints (Prentice Hall) pp. 50, 92, 132


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• use of language• visual presentation

Modifications/AdaptationsGifted/Enrichment• read George Orwell’s Animal Farm and consider how it illuminates the “isms”. How

does animalism compare to communism and fascism? At the beginning of thenovel, the philosophy of animalism as outlined by Old Major is more closelyassociated with the traditional philosophy of communism; by the end of the novel,however, the philosophy becomes more closely aligned with fascist thought. Discuss


Learning Assistance• design a party pamphlet or poster for totalitarianism and list all its benefits

ESL• this is good as there are several options for students to select from


expression, as appropriate to the social sciences• gather relevant information from appropriate resources

Skills and Processes II• demonstrate appropriate research skills, including the ability to ... (see the IRP-on-a-

page in the Planning and the IRP section in this resource for the rest of this outcome)• recognize connections between events and their causes, consequences and

implications




Totalitarian Country Newspaper Analysis

One of the tools a totalitarian government uses to control the spread of “free” ideas isstrict censorship of the media. Examine what media controls exist within countries thathave a form of totalitarian government.

You are to compare the writing style of one newspaper article from countriescontrolled by a type of totalitarian government with a newspaper article from aCanadian newspaper.

From one of the web sites listed below or a site you find on your own, print a hardcopy of the two articles.

Complete the followinga) Try to select articles that offer writers’ opinions or commentary as well as retellingfacts.b) Write a summary of the articles analyzing the following:

i. criticisms of the government or leaderii. commentary on the role of the government or leaderiii. is the story favourable or critical of any social group or personiv. your overall impression of how the article is written (i.e. opinionated, critical,neutral, sympathetic to a particular group, etc.)

Web Siteshttp://www.russiatoday.comhttp://www.chinatoday.comhttp://granma.cu (Cuba)

Textbook Links• Canadian Issues (Oxford) pp. 111-113, 117• A Nation Unfolding (McGraw Hill Ryerson) pp. 12, 21• Counterpoints (Prentice Hall) pp. 92


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of material• use of language


Modifications/AdaptationsGifted/Enrichment• provide students with an exemplar such as a daily paper from Turkey• have students make an idea diagram or key visual that shows the comparison and

could potentially be used for an in-class composition

Learning Assistance• the teacher should supply a foreign article and ask the students to summarize and

note any differences from Canada/Canadians - chart format may be used

ESL• assignment very relevant for ESL students• model for students how to analyze a current newspaper article

IRP LinksSkills and Processes I• gather relevant information from appropriate sources• assess the reliability, currency and objectivity of evidence• develop and express appropriate responses to issues or problems• assess the influence of mass media on public opinion• develop, express and defend a position on an issue, and explain how to put the ideas

into action

Skills and Processes II• demonstrate appropriate research skills, including the ability to ... (see the grade 11

IRP-on-a-page in the Planning and the IRP section in this resource for the rest of thisoutcome)




Canada’s Government Structure

Have students make a visual representation of Canada’s government structure. Thiscan take any form the students like, as along as it is visual (like a graphic organizer) andas long as it represents all three levels of government (federal, provincial andmunicipal). In additional to representing the structure of the various governmentalbodies, students will need to explain how each one operates, what role each one plays,and how the three levels are connected. Students will need to use their textbooks, thelibrary and the Internet to do their research. They might also like to call localgovernment representatives for assistance or for booking speakers to the class.

Textbook Links• Canadian Issues (Oxford) pp. 96-97, 110, 262-5, 298-9• A Nation Unfolding (McGraw Hill Ryerson) pp. 10-12, 14-19, 31-35• Counterpoints (Prentice Hall) pp. 224-225, 240-242, 244-245, 449-450


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of ideas• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• ask these students to challenge themselves by rendering the information in a three

dimensional way• this lends itself to the creation of a website on the topic or a PowerPoint

demonstration that uses three dimensional graphics

Learning Assistance• provide students a choice of graphic organizers that accomplishes the task and allow

them to pick one to work with (ask them to justify their choice)• ask these students to represent only one level of government, not three

ESL• students lack the background knowledge for this task, so provide them with the

research information necessary to complete it• show finished examples from previous years’ students


IRP LinksPolitical Issues I• identify the structure and operation of Canada’s federal, provincial and municipal

governments


Canada’s Parliament Website Comparative Poster

Have students go to the website that contains information about Canada’s parliament(http://www.parl.gc.ca). Ask them to find out about• the 2 types of bills passed by Parliament• who introduces bills• the senate (how many senators are there?)• who the local MP is• who the current governor-general is• who our Prime Ministers were and their ages when in office• 5 “trivial” facts about the Canadian Parliament

Once students have gained an understanding of Canada’s parliamentary system via thewebsite, ask them to do further research about the political system in another country(their choice). Their culminating assignment is to create a poster that compares the 2systems.

Textbook Links• Canadian Issues (Oxford) pp. 96-97, 262-265• A Nation Unfolding (McGraw Hill Ryerson) pp. 30-48• Counterpoints (Prentice Hall) pp. 226-227


Assessment Ideas* See the Assessment section for rubrics.• visual presentation*• research skills

Modifications/AdaptationsGifted/Enrichment• allow these students to “see” theory into practice and conduct a mock parliament

Learning Assistance• good idea for these students• allow them to make a poster on Canada only

ESL• requires review of the above (how a bill is passed, for example)• define and give examples of “trivial”



Skills and Processes II• demonstrate appropriate research skills, including the ability to ... (See the IRP-on-a-

page in the Planning and the IRP section in this resource for the remainder of thisoutcome)



Canadian Legal Issues Oral Research Presentation

In this final assignment, you will work with a partner to research, analyze and debatean issue of concern in Canadian law. Each of you will need to write a brief summary ofyour own arguments (to be typed and handed in prior to your debate) and you willformally debate your issue in front of the class: first the affirmative position, then thenegative position, followed by the affirmative side’s response, the negative responseand finally, the affirmative rebuttal. You will also need to be prepared to answerquestions in a reasoned manner.

You will have one class with your partner to research and prepare your positions. Thewritten summary is due at the start of your presentation (which should beapproximately 10 - 15 minutes in length).

All students must be prepared to present on the first day and will not receive more thana passing grade if they do not present when called upon to do so.

You will be evaluated for your organization, cooperation, research and debating skills.

Statements to choose from are as follows:1. Euthanasia and assisted suicides should remain illegal to protect the elderly, the

disabled and the rights of terminally ill patients.2. Capital punishment should be used in the case of dangerous offenders like Paul

Bernardo or Clifford Olsen.3. Progressive licensing of drivers infringes on the rights of youth and immigrants.4. Any driver with ANY blood level of alcohol should be charged with impaired

driving. .08 should be reduced to “0” tolerance.5. Prostitution should be permitted in the form of legalized brothels.6. Parents should be held accountable for the crimes committed by their children

under the age of 18.7. The age of majority should be standardized at 18 for voting, driving and drinking

alcohol.8. The “faint hope” clause (to encourage good behaviour from prisoners with life

sentences) should be removed to ensure the public’s safety.9. Young offenders who commit violent crimes should be treated no differently than

adults.10. Canadian prisons should be more like boot camps.11. Couples should be required to complete marriage preparation courses before

getting a marriage certificate as well as family counselling before being granted adivorce.

12. The R.C.M.P. should give public notice when a prisoner found guilty of sexualassault or other violent crimes is released into the community after serving his/hersentence.

13. Intoxication should not be allowed as a defense for criminal behaviour.14. Spanking children is a crime and perpetrators should be charged with assault

causing bodily harm.


15. A person who has been positively tested for AIDS has a right to keep that factconfidential.

16. Prospective parents should be required to take a series of child-rearing andparenting skills courses before being given a license to bear children.

17. A topic of your choice that will require approval first.

Textbook Links• Canadian Issues (Oxford). Refer to various pages through the use of the index• A Nation Unfolding (McGraw Hill Ryerson) pp. 51, 71• Counterpoints (Prentice Hall) pp. 270


Assessment Ideas* See the Assessment section for rubrics on the following.• group work*• understanding of subject*• quality of ideas*• presentation of material*• oral presentation*• debating skills

Modifications/AdaptationsGifted/Enrichment• use the same assignment but half way through the debate have students switch

sides

Learning Assistance• adapt for time as one period is not enough• choose the partner carefully• omit #11, #1, #10, #8; encourage #3, #4, #7, #9

ESL• prepare whole class for cultural diversity - prior to debating, discuss possible

reactions to culturally diverse opinions• review or pre-teach language used in formal debate• some students will find the debate very difficult


IRP LinksSkills and Processes I• develop, express and defend a position on an issue, and explain how to put the ideas

into action


Legal Issues• describe the fundamental principles of the Canadian federal and provincial legal

systems, including the rule of law• identify and assess critical legal issues facing Canadians


Justice System Websites

Have students visit this website dedicated to legal information. Many differentorganizations in Canada have contributed to making this site. “Learning Resource” hasinformation that is most pertinent to students. “The Law Room” and “In Chambers -Our Regular Features” are very useful areas. Ask students to survey the site and findanswers to these questions:1. Name the role-play game that explains about privacy and electronic messages in

Cyberspace.2. What happens when a young person is charged under the Young Offenders’ Act?3. Can Canadians travelling abroad be put in jail in that foreign country?4. What information is included in the pamphlet “Your Rights When Arrested or

Charged”?5. What are the legal facts about babysitting?

Next, have students research Supreme Court of Canada decisions athttp://www.droit.umontreal.ca/doc/csc-scc/en/index.html

Ask students to survey the site and look for information about the Robert Latimer case(the Saskatchewan farmer who was convicted of ending the life of his daughter) and theRed Cross tainted blood case. Have students list five details about each case using thewebsite.

As a culminating assignment, ask students to research, identify and assess three criticallegal issues facing Canadians. This could either be a written report or an oralpresentation.

Textbook Links• Canadian Issues (Oxford) pp. 176-177• A Nation Unfolding (McGraw Hill Ryerson) pp. 51-71• Counterpoints (Prentice Hall). Chapter 11


Assessment Ideas* See the Assessment section for rubrics on the following.• research skills• understanding of subject*• oral presentation*• quality of ideas*• expository writing*


Modifications/AdaptationsGifted/Enrichment• examine a recent decision passed down by the Supreme Court justices and role play

the issues involved (Speaking from one perspective, where would you stand on thisissue? What legal arguments would you base your decision on?)

Learning Assistance• omit culminating assignment

ESL• this assignment may be easier than the Canadian legal issues one but students will

still require careful monitoring and support

IRP LinksLegal Issues• describe the fundamental principles of the Canadian federal and provincial legal

system, including the rule of law• identify and assess critical legal issues facing Canadians


Country Comparison Essay Topic

This assignment is primarily for ESL students, but could easily be adapted to anystudent in the class.

Using Canada and your country of origin compare and contrast the following areas ofstudy:

a) Type or style of Governmentb) School systemsc) Special holidays or sports (your choice)

Be very specific when stating differences or similarities. Use specific language andexamples.

Use an appropriate essay model; type and double space the paper.

Provide single plain cover sheet with title centered on page. Include name and blockletter in lower right hand corner.

Textbook Links• Canadian Issues (Oxford). Various pages appropriate depending on topic. Use index.• A Nation Unfolding (McGraw Hill Ryerson). Various pages appropriate depending

on topic. Use index.• Counterpoints (Prentice Hall). Various pages appropriate depending on topic. Use

index.


Assessment IdeasSee the Assessment section for rubrics on the following.• expository writing (essay)• presentation of ideas• quality of ideas• use of language• understanding of subject

Modifications/AdaptationsGifted/Enrichment• this is a limiting task for these students unless they are permitted to extend it in

creative ways; use the Additional Adaptations and Modifications section to offerextensions


Learning Assistance• limit length• provide a guided research opportunity for these students so they can gather the

information they need to write the paper

ESL• the intent of this assignment will be appreciated by these students• use a graphic organizer such as a Venn diagram to illustrate the comparative nature

of the assignment; provide another graphic organizer to illustrate the shape of theessay itself

• keep the writing length short for these students

IRP LinksPolitical Issues I• explain Canada’s political system and contrast it with other political systems• identify the structure and operation of Canada’s federal, provincial and municipal

governments



The Indian Act

Have students use their textbook, the library and the Internet to discover answers tothe following questions.1. What is the Indian Act?2. Why was the Indian Act created?3. What did the Indian Act do?4. What are positive aspects of the Indian Act?5. What are negative aspects of the Indian Act?

Ask students to convert their research into a “frequently asked questions” pamphletand orally present it to the class. As a summary to their presentation, students shouldexplain what impact the Indian Act has had on the citizenship of Aboriginal Canadians.

Textbook Links• Canadian Issues (Oxford) pp. 16-17, 178, 215• A Nation Unfolding (McGraw Hill Ryerson) pp. 89, 404-407, 411• Counterpoints (Prentice Hall) pp. 208-212


Assessment IdeasSee the Assessment section for rubrics on the following.• visual presentation• oral presentation• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• if possible, interview a member of a First Nations community and discover how

Canada’s aboriginal peoples feel about this document

Learning Assistance• provide internet addresses• give option of written work for oral• the reading level of the resource might be too difficult for these students

ESL• give examples of positive or negative aspects• model language for pamphlet


IRP LinksLegal Issues• demonstrate awareness of the provisions of the Indian Act and its impact on the

citizenship of Aboriginal Canadians


Cybertour of the B.C. Legislative Assembly

Find a partner and work together at a computer terminal.Type in the following Internet address: http://www.parl-bldgs.gov.bc.ca/index.htmClick on “tour” and answer the following questions.1. What was the First Nations political structure based upon?2. What does patrilineal and matrilineal mean?3. Where in B.C. would people be patrilineal and matrilineal?4. Who was the first speaker of the Legislative Assembly?5. What were the Birdcages?6. Who designed the present Legislative Assembly?7. When did B.C. join Confederation?8. What are two points that B.C. negotiated with the federal government before

joining Canada?9. What type of government does B.C. have today?10. What does “Splendor Sine Occasu” mean?11. When were First Nations People first allowed to vote?12. How were the stained glass windows shipped to Canada?13. When did women get the right to vote in Canada?14. Who was the first woman to sit in the B.C. Legislative Assembly and the first female

cabinet minister in Canada?15. Who was the second Premier of B.C.?16. What were the four big industries in B.C. one hundred years ago?17. Who may pass through the gates of the Legislative Assembly when the House is in

session?18. Who were premiers in 1898 and 1998?

Textbook Links• A Nation Unfolding (McGraw Hill Ryerson) pp. 10-29• Counterpoints (Prentice Hall) pp. 240-242



Modifications/AdaptationsGifted/Enrichment• create a website “tour of the legislature” (past and present) using the headings and

questions above to make the various “virtual reality” rooms that could be explored


Learning Assistance• good idea for these students• adapt for time; give more time

ESL• this could be adapted to game cards or flash cards, which would help these students

IRP LinksSkills and Processes I• gather relevant information from appropriate resources

Political Issues I• identify the structure and operation of Canada’s federal, provincial and municipal

governments

Legal Issues• demonstrate awareness of how to access the various levels of government in

Canada


Election Assignment

Use the local newspapers, TV and other sources to discover the following:1. Party name:2. Current leader:3. Tri-City constituency candidate:4. Party history

• Origin• Past leaders• Ideology• Vision of Canada• Regional strength

5. On the election trail• Party platform• Campaign promises

Draw a diagram of the political spectrum for Canadian politics. Place each of the majorparties correctly on the diagram. Where do our minor ones fit?

Textbook Links• Canadian Issues (Oxford) pp. 46, 67, 94, 98, 105, 111, 127, 138, 205, 208-9, 211, 284-285,

321, 326, 327• A Nation Unfolding (McGraw Hill Ryerson) pp. 30-48• Counterpoints (Prentice Hall) pp. 238-239


Assessment Ideas* See the Assessment section for rubrics on the following.• quality of ideas*• understanding of subject*• presentation of material*• research skills

Modifications/AdaptationsGifted/Enrichment• allow students to demonstrate their understanding in a variety of ways (website,

video production, staged debate based on the old Front Page Challenge, mock paidpolitical program, etc.)


Learning Assistance• key visual or graphic organizer for political spectrum• may need to explain resources• supply URLs (website addresses)

ESL• provide other specific sources, other websites, phone numbers, etc.

IRP LinksPolitical Issues I• explain Canada’s political system and contrast it with other political systems




WWI Background: Why Do We Fight?

Ask students to do the following:1. List 5 reasons people get into arguments and fights with each other.2. List 5 reasons countries get into arguments and fights with each other.3. How are the reasons for personal fights between people and countries similar to

each other? Create a Venn Diagram.4. Given the above, list eight questions we can ask about any war.

After the WWI unit is over, have students re-visit the work they did here and comparewhat they learned to what they initially thought.



Assessment IdeasSee the Assessment section for rubrics on the following.• critical thinking• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• examine the motives that lead countries into war (nationalism, fear, greed, hate, etc.)

Learning Assistance• key visual and explain Venn diagram (model how it works)

ESL• this works well for ESL students• model the use of the Venn diagram


IRP LinksSkills and Processes II• assess the role of values, ethics and beliefs in decision making• demonstrate appropriate research skills, including the ability to ... (see the grade 11


Political Issues II• explain how the political spheres of influence have changed throughout the world

during the 20th century• describe Canada’s role in international conflicts, including WWI and WWII, and

assess the impact on Canada• describe and assess Canada’s participation in world affairs• identify and assess political issues facing Canadians


WWI Play

Characters• Master of Ceremonies• Germany• England• France• Russia

• Turkey• Italy• Austria-Hungary• Belgium• Serbia

This play is presented in three parts, the prologue, the play, and “how it began.” Thediscussion that follows the presentation is an important part of the production. Becauseit is predictive and calls upon students to guess the outcome, this play should be usedby students before formal study of World War I.

PrologueMaster of Ceremonies: (to audience) Before the play begins I must alert you that I amgoing to ask you two questions at the end. The first will be “Which countries will fighton each of the two sides in World War I?” The second, a harder question, will be “Howcould the war have been avoided?”

To help you answer the first question, I am giving you a chart to fill out as you watch. Itlists the names of countries that will speak during the play and blank spaces for you towrite in information about each one. (Passes out paper - see next page.) Remember atthe end you will be asked the two questions. (Exits)


World War I Handout to Class

Questions to be answered at end of play1. Which countries will fight with the Central Powers?2. Which countries will fight with the Allied Powers?3. How could the war have been avoided?

Chart to be filled out as you watch the play

Country Allies (friends)if any*

Enemiesif any*

Vital Interests(What is important

to the country)

1. Germany

2. England

3. France

4. Russia

5. Turkey

6. Italy

7. Austria- Hungary

8. Belgium


World War I Handout to Class - Answer Key

Questions to be answered at end of play1. Which countries will fight with the Central Powers?2. Which countries will fight with the Allied Powers?3. How could the war have been avoided?

Chart to be filled out as the students watch the play

Country Allies (friends)if any*

Enemiesif any*

Vital Interests(What is important

to the country)

1. Germany Austria-Hungary,Italy, Turkey

France,England, Russia

Navy, Land,Alsace-Lorraine

2. England France, Belgium,Russia

Germany Navy balance ofpower, Belgium

3. France Russia,England

Germany Alsace-LorraineProtect colonies inAfrica

4. Russia France, Serbia,England

Germany, Turkey,Austria-Hungary

Warm water port -Balkans, SerbiaNationalism

5. Turkey *Austria-Hungary,Germany

Serbia,Russia

Presence in Balkans

6. Italy Austria-Hungary,Germany (switch1915)

Austria-Hungary from Austria-HungaryIndustrialize

7. Austria- Hungary

Germany,Italy

Serbia, Russia,France

Keep Empire, Refrom SerbiaProblem ofNationalism

8. Belgium England Germany Neutrality


Stage Set

England

Belgium

France

Germany Russia

Austria-Hungary

Italy Serbia

Masterof Cere-monies

Turkey


World War I - The Play

Set: Slide or large map of Europe in 1914 as backdrop.

Six stools arranged on stage as in diagram. Each character representing a country sits onappropriate stool carrying a sign indicating his country. (Mark floor to help student find plan.)Belgium, Serbia and Italy sit cross-legged on the floor to show that they are smaller powers.Turkey has a cane, looks old and sick. As the play begins, all nine characters (countries) aremilling about the stage, shaking their fists at one another, arguing. Music from World War I isplaying in the background.

Enter Master of Ceremonies in top hat. Music stops.

Master of Ceremonies: Countries, countries, take your places on the map of August, 1914.I am going to try to prevent fighting among you. Surely we can prevent war if we canjust find out what everyone wants. Let’s start with France.

Germany: You always start with France. France is a trouble maker. RememberNapoleon.

England: That was 100 years ago. Let France talk. You Germans are the ones who arebuilding the navy.

Master of Ceremonies: Countries, countries! Each of you will get his chance - even littleSerbia and Belgium. Yes, you too, Italy.

France: France does not want any trouble, but we feel very threatened. We have toprotect our colonies in Africa where Germany keeps interfering. The Germans are aterrible people. They took Alsace-Lorraine, our territory, from us in 1870. They stealwhatever they can get their hands on.

Germany: Now wait just a moment. There were German-speaking people in Lorraine -in Alsace, too - some, anyway. And we have just as much right to colonies as you do.We just became a nation and we have to catch up on colonies.

Master of Ceremonies: France, what are you doing to try to protect yourself?

France: (Walking over to Russia and shaking hands.) Well, we have an understandingwith Russia. We figure that if the neighbor on the East and the neighbor on the Westboth agree to take no nonsense from Germany, we will be safe.

Master of Ceremonies: France, go back to your seat. Russia, why are you involved in this?

Russia: Our argument is not really with Germany. Austria-Hungary and old Turkey(points) are the ones who bother us.

Turkey: (coughs)


Russia: Turkey may be the sick man of Europe. It keeps losing parts of its empire, but itstill controls the only way in and out of the Black Sea and the Black Sea is our onlywarm water port. I suppose any time it could cut us off.

Master of Ceremonies: But it hasn’t yet.

Russia: No, not yet.

Master of Ceremonies: And how does Austria-Hungary bother you?

Russia: It is so stubborn. (Russia gets up and walks down to the area around Serbia andAustria-Hungary.) See this area down here. It’s the Balkans. Slavic countries like littleSerbia here would like to get together with their Slavic brothers and be independentfrom the backward rule of the Austria-Hungarian bullies.

Master of Ceremonies: You had better go back to your seat before Austria-Hungary takesa swing at you. We haven’t heard from, let’s see, Italy, then England.

Italy: We are a new country like Germany. So we are friends with Germany and withAustria-Hungary, too. We call ourselves the Triple Alliance. If it will help everyoneremember, we three can wear our Triple Alliance banners. (Passes out banner toGermany and Austria-Hungary and sits down.)

Master of Ceremonies: Any problem?

Italy: I guess we would like a little more territory. But what we really need is industry.We are so poor. Germany, how did you do it? You are young, too, but you have allthose railroads and steel mills.

England: ...and guns and ships.

Master of Ceremonies: O.K., England. Speak your piece. Thank you, Italy.

England: Frankly, we are very concerned. We would like there to be a balance of powerin Europe - two sides, neither able to beat the other and, therefore, neither side anxiousto go to war. We are just going to stand by and wait.

Master of Ceremonies: But you do have understandings with France and Russia.

England: Yes. I’ll pass out the Triple Entente Flags. (Gives one to France and one toRussia.) Entente means understanding. (Sits down again.) We joined the ententebecause the Germans are building so many weapons.

Master of Ceremonies: Any other ties in Europe?

England: No, but we do like to trade with everyone.

Master of Ceremonies: Nothing but economic ties then?


England: Oh yes, we guarantee the neutrality of little Belgium over there.

Master of Ceremonies: Belgium, you explain.

Belgium: You can see our problem. We are tiny and sit here right between France andGermany. Just to discourage either of them from ever invading us, England has saidthat she will back us up if they do. It’s part of the balance of power idea. We are verygrateful.

Master of Ceremonies: Germany, you have done some talking, but you haven’t really hadyour turn. Then we’ll finish with the Balkans over there. (He points to Austria-Hungaryand Serbia.)

Germany: We are peace loving and want only our rightful place among the powers ofEurope. That’s all I have to say. Long live the Kaiser!

Master of Ceremonies: Austria-Hungary, do you wish to speak?

Austria-Hungary : We are grateful for our good friends, the Germans, (turns toGermany and waves) and wish that Russia would keep its big nose out of the Balkans.(Turns to Russia and makes a face.) All of our problems are right here at home. Wehave so many different nationalities.

Russia: They call it a “madhouse of nationalities.”

Austria-Hungary : As I was saying, we have many different groups here - Poles, Slavs,Serbs, Germans, Hungarians and so many more. The little groups are always making afuss. We can’t think about a big European fight. We have to worry about Austria-Hungary.

Serbia: (to Austria-Hungary) Why don’t you just let the Serbs go and join us. You havea lot of territory.

Master of Ceremonies: Serbia, can we assume that that is what you are most concernedabout - getting Serbs out of the Austria-Hungarian Empire?

Russia: Don’t worry, Serbia. We’ll protect you.

Austria-Hungary : Keep out of this, Russia.

Master of Ceremonies: Countries, countries!

(All start arguing with one another, shaking fists, name-calling, etc.)

Master of Ceremonies: Curtain! Bring down the curtain!


How It Began

Master of Ceremonies: By now everyone should have filled out his or her chart. You musthave a few more facts to answer our two questions, however.

In August of 1914, the Archduke of Austria-Hungary and his wife, toured the part oftheir empire where most of the Serbians were living. The day they chose happened tobe a Serbian holiday reminding the patriotic people there that they were Serbians firstand part of the bigger empire only because it was the wish of Austria-Hungary. Someyoung patriots, or nationalists, organized themselves and successfully plotted theassassination of the Archduke. Naturally the Austrians were horrified and wanted toget back at the assassins. A full scale world war broke out. Thus, a comparatively smallincident brought most of Europe and three year later, the United States also to war.

Now the questions. Can you figure out what countries would be on the Austro-Hungarian side - call them the Central Powers; that may give you a clue - and whatcountries would be on Serbia’s (the Allied) side? You may include a third group ofNeutral Powers if you wish. The big question, of course, is how could the war havebeen avoided? That is still a big question. Another question to consider is how didCanada get involved?

Textbook Links• Canadian Issues (Oxford) pp. 40-45• A Nation Unfolding (McGraw Hill Ryerson) pp. 132-146• Counterpoints (Prentice Hall) pp. 20-24


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• assuming a role• understanding of subject• quality of ideas• oral presentation

Modifications/AdaptationsGifted/Enrichment• explore the impact of the assassination of the Austrian Arch Duke and his wife and

the start of WWI• explain, using a graphic organizer of your choice, the events that catapulted Canada

into the Great War


Learning Assistance• give students a chart with answers prior to the play which will allow them to answer

questions at the end

ESL• allow plenty of rehearsal time

IRP LinksSkills and Processes I• reassess their responses to issues on the basis of new information


Political Issues II• describe Canada’s role in international conflicts, including WWI and WWII, and

assess the impact on Canada


The Great War 1914 - 1918: Group Presentation

For this mini-unit you will first research some basic information on your own abouthow The War to End All Wars began, who was involved and what Canada’s role was.Then, in small groups you will research a particular aspect of the war and make an oralpresentation to the class on your findings.

EACH group will be responsible for producing:1. ONE sheet only of notes covering the main points of your presentations to be typed,

photocopied, and hole-punched for the rest of the class. Originals must be handed inthe day BEFORE your presentation in order to make the copies for your group.

2. Visuals of various aspects of your work - a map, model, chart, dramaticpresentation, video, etc. Be creative!!

3. Each presentation should be approximately 15 - 20 minutes in length.

Get specific details about the material that should be covered and suggestions forpresenting creative visuals from your teacher. Students will have three library classes tofully research their topics.

Each student shall identify the work that he/she has produced (notes and visuals) sinceall marks will be given individually and the group mark for participation, cooperationand teamwork will account for only 10% of the final mark given.

An excellent project will demonstrate a good understanding of the topic chosen. Therewill be evidence of research from a variety of sources and group members will eachassume responsibility for preparing a section of the notes for the rest of the class. Thegroup will work together to prepare an organized presentation that covers all aspectsof the topic chosen. Each student will present the section that they have focused onusing only notes and without reading from a prepared text. The group will have workedtogether so that each member provides some visual material appropriate to theirtopic(s). There will be evidence of creativity in the organization, preparation andpresentation of the topic.

Topics• Battle of Ypres• Battle of the Somme• Battle of Vimy Ridge• Battle at Passchendaele• The War at Sea and in the Air

• The Home Front• Conscription Issue• Women during the War• Life in the Trenches• War Art, Posters and Cartoons

Textbook Links• Canadian Issues (Oxford) pp. 56-67• A Nation Unfolding (McGraw Hill Ryerson) pp. 137-146, 150-161• Counterpoints (Prentice Hall) pp. 20-47



Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• understanding of subject• critical thinking• group work• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• create a newspaper of the era or a newsmagazine that depicts either a national,

provincial or international perspective on fashion, sports, editorials, advertisements,cartoons, classified, news stories, photos (re-enacted?)

Learning Assistance• carefully select groups• allow for written presentation• adapt group mark

ESL• review pronunciation of names and key vocabulary

IRP LinksSkills and Processes I• demonstrate mapping skills, including the ability to organize and synthesize various

types of mapping data

Social Issues I• describe the role of women in the development of Canadian society

Social Issues IIcompare and contrast forces that have united and divided Canadians during the 20thcentury, including Quebec separatism




WWI Letter

Imagine that you were involved in WWI. You left your town, village, or farm for thebattlefields of Europe. You left thinking that the experience of war would be, at worst,an adventure. Trench warfare, No-Man’s Land, and trench foot were things you hadnever heard of until you arrived on the Western Front.

Write a two page letter explaining your innermost thoughts related to your experienceson the Western Front, and the war in general. The objective of the assignment is tocombine powerful language with the reality of life on the Western Front. The followingnovel excerpt by C.Y. Harrison is an example of this kind of writing.

Charles Yale Harrison joined the Canadian military at 18. He served in France as amachine gunner during 1917 and 1918. After the war he wrote several books, includingGenerals Die In Bed. This book states vividly what trench warfare was like. See if you cancreate the same vivid account as Harrison. What follows is a short passage from thechapter “In The Trenches”.

I stand staring into the darkness. Everything moves rapidly again as I stare. I look awayfor a moment and the illusion ceases.

Something leaps towards my face.I jerk back, afraid.Instinctively I feel for my rifle in the corner of the bay.It is a rat.It is as large as a tom-cat. It is three feet away from my face and it looks steadily at me

with its two staring, beady eyes. It is fat. Its long tapering tail curves away from its paddedhindquarters. There is still a little light from the starts and this light shines faintly on its sleekskin. With a darting movement it disappears. I remember with a cold feeling that it was fat, andwhy.

Cleary taps my shoulder. It is time to be relieved.



Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• understanding of subject


• use of language• narrative writing

Modifications/AdaptationsGifted/Enrichment• read/view other works that deal with the psychological aspects of war and compare

them (novel All Quiet on the Western Front by Remarque, film Gallipoli, final episodeof Black Adder’s WWI TV series, novel Broken Ground by Jack Hodgins, novel ColdMountain by Charles Frazier)

Learning Assistance• good idea for these students

ESL• provide key vocabulary• guided imagery would be useful (students jot down words for five senses)• teacher needs more excerpts as samples

IRP LinksSkills and Processes I• gather relevant information from appropriate resources• assess the reliability, currency and objectivity of evidence• develop and express appropriate responses to issues or problems


assess the impact on Canada• describe and assess Canada’s participation in world affairs


WWI Timeline

Have students work in pairs to create their timelines.

With a partner, arrange the following events, ideas, and people in chronological orderas best as you can. Not all of the information fits into one specific date only. You andyour partner will have to decide where the information fits best.

1. Schlieffen Plan2. Trench Warfare3. No-Man’s Land4. Stalemate5. Sam Hughes6. Treaty of Versailles7. Attrition

8. Western Front9. Trench Foot10. Battle of Ypres11. Battle of the Somme12. Battle of Verdun13. Battle of Vimy Ridge14. Battle of Passchendaele

15. Robert Borden16. Military Service Act17. Billy Bishop18. Russian Revolution19. Lusitania20. League of Nations

For each of the twenty items, explain it and offer two to five insightful sentences on thecontribution it made to the war.

For five of the items, include a visual (maps, graph, illustration, chart, etc.) to furtherdemonstrate your understanding.

Textbook Links• Canadian Issues (Oxford) pp. 40-67, 70-71, 78-79• A Nation Unfolding (McGraw Hill Ryerson) pp. 132-161• Counterpoints (Prentice Hall) pp. 20-49


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• visual presentation• understanding of subject• quality of ideas

Modifications/AdaptationsGifted/Enrichment• create a video timeline instead or depict the timeline as a complex roadmap


Learning Assistance• provide a sample• chose pairings of students carefully

ESL• ESL students do well with timeline assignments• the visual component needs to be modeled





Creative Conscription

Have students complete the following written assignment based on conscription.

1. Describe what conscription is, taking care to explain how it was formed into law, whowas conscripted and who was exempt.

2. Do two of the following assignments using half a page for each question. Be sure toindicate your choices.

A. You are Robert Borden writing a dairy in 1917. Explain how and why you aregoing to increase Canada’s involvement in World War I. (Remember, this is aprivate document so you do not have to be polite or tactful when giving yourreasons for why you want to increase Canada’s involvement).

B. You are a farmer in Beechy Saskatchewan in 1917. You have two sons, theoldest of whom is fighting in Europe. Explain your reasons for or againstconscription. Would these reasons change if you only had one son and hewas already in the military? Explain.

C. You are a French Canadian and are against conscription. In a letter to PrimeMinister Borden explain why you are against conscription and what youthink Canada’s role in this conflict should be.

D. You are a soldier in 1917 and have seen combat. You hear that Prime MinsterBorden is calling an election with conscription as a major part of his platform.In a letter home, tell your parents why they should vote for or against theUnion government. Does your reasoning change if you have youngerbrothers not already serving? Explain.

E. You are a woman in 1917. Identify yourself as a mother/sister/wife/nurse.How has the war changed your life? Is it better or worse? As a first timevoter what are you thinking about? Explain why you are for or againstconscription.

Textbook Links• Canadian Issues (Oxford) pp. 45, 67, 147, 153• A Nation Unfolding (McGraw Hill Ryerson) pp. 158-160• Counterpoints (Prentice Hall) pp. 36-41


Assessment IdeasSee the Assessment section for rubrics on the following.• expository writing• assuming a role• use of language


• understanding of subject• quality of ideas

Modifications/AdaptationsGifted/Enrichment• this is already a rich activity for these students• stage a dinner party or debate on the topic

Learning Assistance• provide a handout explaining conscription• make sure students understand the conscription issues

ESL• use Canadians At War 1914-1918 (Prentice Hall; ISBN 0-13-604760-2) from the

Canadiana Scrapbook Series for this assignment• provide visuals and graphic organizers to stimulate thinking and frame the response

IRP LinksSkills and Processes II• demonstrate skills associated with active citizenship, including the ability to

collaborate and consult with others AND respect and promote respect for thecontributions of other team members AND interact confidently

• assess the role of values, ethics and beliefs in decision making

Social Issues I• describe the role of women in the development of Canada

Social Issues II• devise and defend a personal definition of what it means to be Canadian• identify and assess social issues facing Canadians


Art, Literature and the Great Depression

The Great Depression was a time of great hardship for many millions of Canadians.They lost their homes, their jobs and for years lived a life of hardship and uncertainty.The literary and artistic images reflect life as it was during the Depression and DustBowl years; it was bleak, hard and uncertain, yet with moments of hope and happiness.Your task, based on the information that you have read about the dust bowl and theGreat Depression is to create a literary or artistic work, in the style of Depression erawriters and painters. Mimic their style, or use the images and stories that you have seenand read to inspire you.• Base your story or artwork on textbook and researched information. Identify what

information was the source for your work.• You can write a poem, short story or personal narrative.• You can create a colour painting, sketch or abstract art work.• Your goal is to evoke the feelings of the Depression. Use your senses; what was it

like, what did things look like, smell like, feel like? Connect with the Depression onan emotional level.

Textbook Links• Canadian Issues : pages 114, 124-125, 128-131• A Nation Unfolding (McGraw Hill Ryerson) pp. 189-205• Counterpoints (Prentice Hall) pp. 74-97


Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a voice• visual presentation• narrative writing• understanding of subject

Modifications/AdaptationsGifted/Enrichment• this is an excellent activity for these students• create a short story similar to Pierre Berton’s “Death by Depression” from Great

Depression 1929-1939 that looks at the human costs of the depression• assemble a photo essay that illustrates the Depression


Learning Assistance• provide student samples and graphic organizers

ESL• provide student samples and graphic organizers


expression as appropriate to the social sciences

Cultural Issues• identify the contributions of the arts in reflecting and shaping Canadian identity

Economic Issues• describe economic cycles in Canada and the world, including the Great Depression• demonstrate awareness of disparities in the distributions of wealth in Canada and

the world• identify and assess economic issues facing Canadians


WWII Debate

Each group has the first 30 minutes of class to prepare its debate. Each student isrequired to justify his or her position and then each side will be allowed to debate freelyfor a maximum of up to 10 minutes in total. At that time, the rest of the class will beable to join in the debate for another 5 minutes.

Group AThe bombing of civilian targets, such as the German bombing of London and the Alliedbombing of Hamburg, was widespread during World War II. Were these bombingnecessary evils in the course of war or unjustified atrocities?

Divide your group into two equal sides with each side defending one point of view onthis question. You have 30 minutes to prepare your debate for the class.

Group BCompare Canada’s contributions and losses at the Battle of Dieppe in August 1942 withthose of D-Day on June 6, 1944. Was the Battle of Dieppe a failure or a costly success?

Divide your group into two equal sides with each side defending one point of view onthis question. You have 30 minutes to prepare your debate for the class.

Group CCanada provided the uranium for the American’s atomic bombs. Over 11,000 Japanesecivilians were killed by those bombs dropped on Hiroshima and Nagasaki. Many morelater died of their injuries and of diseases as a result of their exposure to the radiation.A future generation fell victim to genetic mutations.

Can the use of weapons of mass destruction, such as the atom bomb, ever be morallyjustified? Has the development of nuclear bombs made the prospect of world peacemore or less likely? Why?

Divide your group into two equal sides with each side defending on point of view onthis question. You have 30 minutes to prepare your debate for the class.




Assessment Ideas* See the Assessment section for rubrics on the following.• group work*• oral presentation*• quality of ideas*• understanding of subject*• debating skills

Modifications/AdaptationsGifted/Enrichment• let students choose their debating group because topics will intrigue these students

especially if they can work with students of a similar mindset

Learning Assistance• relax time constrictions• select groups carefully

ESL• use Canadians At War 1914-1918 (Prentice Hall; ISBN 0-13-604760-2) from the

Canadiana Scrapbook Series for this assignment• this is a challenging but good activity• allow cue cards

IRP LinksSkills and Processes II• assess the role of values, ethics and beliefs in decision making• recognize connections between events and their causes, consequences and

implications




WWII Map Study and Research Project

Place the following cities and battle locations on the map provided. Use colour andproper map drawing techniques.

Cities important during WWII• Singapore• Rome• Stalingrad (Volgograd)• Halifax• Dresden

• Krakow• Hamburg• Hiroshima• London• Berlin

• Warsaw• Manila• Leningrad• Nagasaki• Moscow

Places the Allies held Conferences• Yalta• Quebec City

• Casablanca • Tehran

Location of Concentration/Death Camps• Bergen Belsen• Auschwitz

• Plaszow• Buchenwald

• Dachau• Treblinka

Identify where the following key battles occurred• Battle of Bulge• Iwo Jima• Battle of Britain• Kursk

• El Alamein• Scheldt• Pearl Harbour• Coral Sea

• Dieppe• D Day• Hong Kong• Ortona

Research AssignmentChoose one of the above battles or another one of your choice (check with the teacherfirst) and give a W5 (who, what, when, where, why) on the topic. Include maps, battleplans etc. Who was involved? Why was it fought? What was the outcome? Includecasualties, what branches of the Armed Forces were involved, anything you think isimportant. Please include a list of your references.

Textbook Links• Canadian Issues (Oxford). Various. See index.• A Nation Unfolding (McGraw Hill Ryerson) pp. 251, 254-256• Counterpoints (Prentice Hall) pp. 103-104, 106-114, 116-122, 126



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• presentation of ideas• reading for information• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• use the gifted/enrichment charts in Additional Adaptations and Modifications to

extend this activity for these students (an annotated map is one possibility - askstudents to explain why the map sites are important)

Learning Assistance• reduce the number of items required on the map• provide a graphic organizer for required content in the research component

ESL• show models of work completed in previous years• provide all assessment criteria before students begin the assignment

IRP LinksSkills and Processes II• demonstrate mapping skills, including the ability to organize and synthesize various





Appeasement: Is Bullying Always Successful?

The following lesson plan is a critical challenge designed along the lines established byTC2, The Critical Thinking Cooperative. For more information about TC2 or itsparticular critical thinking model, see Critical Challenges in Social Studies for Junior HighStudents edited by Roland Case, LeRoi Daniels and Phyllis Schwartz (ISBN 0-86491-143-2) or Critical Challenges in Canadian History for Secondary Students edited by EricBonefield, Roland Case and Phyllis Schwartz (ISBN 0-86491-202-1).

Critical ChallengeStudents examine the historical situation from all of the parties involved and create asolution to the appeasement crisis from the Occupation of the Rhineland to the MunichAgreement.

OverviewStudents will examine the vested interests of all the parties including German, French,British, Italian, Russian, and Czechoslovakian. They will act as players in the drama andusing a decision-making model create solutions to the problem (stipulating the pros andcons).

Requisite ToolsBackground Knowledge• European map from the time period• Events leading up to the Munich Situation• Examination of the major parties’ positions

Criteria for Judgement• Is a negotiable solution possible?

Critical Thinking Vocabulary• Clarifying issues and claims• Evaluating arguments• Generating or assessing solutions• Evaluating actions and policies• Exploring implications and consequences

Thinking Strategies• Cause and Effects Diagram• Decision Making Diagram

Habits of Mind• Causation, Transformation, Classification and Qualification

Lesson Sequence - Suggested Activities1. Provide students with the necessary historical maps of Europe, Asia and Africa. A

large map of the area should be scribed on the board.2. Students research the background information for the inter-war period, in

particular the Treaty of Versailles (original document if possible, especially the


relevant sections). Students should use texts and especially the Internet wherevolumes of primary data exist.

3. Divide students into groups. The groups should be heterogeneous in made-up. Thegroups will be assigned to the major historical players in the appeasement crisis.These will include Adolf Hitler (possibly Goering), Benito Mussolini, Eduard Benes,Edouard Daladier, Neville Chamberlain, and Joseph Stalin (optional: Joseph Avenol-League of Nations and Haile Selassie-Abyssinia).

4. Students gather together in their groups to prepare their arguments. They mustargue for their positions based on historical evidence. Students must divorcethemselves from what is known regarding what happened and approach thesituation from the historical data at that time. Students should refer to the CrucialFacts handout.

5. One student (group) will be enlisted as a moderator. Groups will choose a speakerto represent their historical figurehead. The figurehead may consult with theirgroups at any point in their presentations and/or arguments. As presentations arebeing made, students will compile their group’s cause and effects diagram(s).

6. As a result of the vested interest in the actions of Nazi Germany at the time, allplayers will create a decision making chart for the appeasement crisis, in particularthe Munich Agreement. Students will present their solutions to the other groups.There will be an attempt to reach a consensus.

Extension1. Discussion - Could the Second World War have been avoided?2. Research and indicate areas of the world today where attempts at appeasement

have/or not been used. Areas might include Bosnia, Yugoslavia, Iran, Chile, Cuba,etc.

Crucial Facts• Treaty of Versailles - German reaction• Cancellation of reparations• Increased the armed forces• Formation of the Luftwaffe• Compulsory military service• British Perspective• Hitler simply correcting wrongs of the Treaty of Versailles• Strengthened Germany would offset the threat from U.S.S.R.• All appeasers believed a repetition of the horrors of the First World War must be

avoided.• A return to the Balance of Power would be good for Europe• Hitler was honest in his claims• Europe and the League of Nations was preoccupied with Italy and Ethiopia• 1936 France and U.S.S.R sign Franco-Soviet Pact• Hitler felt surrounded• Rhineland would be a buffer state• Hitler agreed to join the League of Nations• France was unwilling to act alone• Britain and France did not react formally to Hitler’s occupation of Austria• Hitler was simply re-establishing German people in Germany




Assessment Ideas• Evaluate students on their participation in the presentations (teacher observation)• Examine each group’s Cause and Effects Diagram• Completeness and depth of attempts at solutions• Practicality of suggested solutions• Number of viable attempts at solutions• Examine each group’s Decision Making Chart• Accuracy of categories in chart• Depth of final decision and rationale

Modifications/AdaptationsGifted/Enrichment• this is excellent for gifted students

Learning Assistance• adapt expectations for LA students

ESL• provide opportunities to rehearse with tutor or teaching peer




implications

Political Issues II• describe Canada’s role in international conflicts, including WWI, WWII and assess

the impact on Canada


WWII Letter from Home to the Front

Your assignment is to assume the role of a person at home in Canada (farmer, factoryworker, housewife, etc.). From this perspective, you are to write a letter to someoneyou know who is at the front in Europe or Asia (soldier, nurse, medic or a mediaperson representing Canada). The letter must explain the situation you encounter daily.It is important to portray an exact representation of the problems facing those at homeduring the War. You may choose any geographical location in Canada but once youhave selected a spot you must vividly portray that particular spot. You will take theopportunity further to editorialize your views on the War to the person you are writingto. Make sure the person at the front can get an honest picture of the War from theeyes of one person at home.



Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• understanding of subject• quality of ideas• use of language

Modifications/AdaptationsGifted/Enrichment• allow these students to expand this assignment with options selected from the charts

provided in Additional Modifications and Adaptations in this resource

Learning Assistance• provide a graphic organizer for the letter and/or outline of the letter

ESL• provide a graphic organizer for the letter and/or outline of the letter• provide models from previous years



expression, as appropriate to the social sciences• gather relevant information from appropriate sources


assess the impact on Canada• describe and assess Canada’s participation in world affairs


WWII Newspaper Editorials

Imagine that you work for a Canadian newspaper today. Your assignment editor hasasked you to write two editorials about World War Two. One of the editorials must beon Japanese Interment in Canada during the war, and the other editorial must comefrom the following list that your editor has given you.

a. Battle of Dieppe b. D-Day Invasionc. Holocaust d. Dropping of the Atomic Bombse. Pearl Harbour f. Canadians at Hong Kongg. Battle of Britain h. Operation Barbarossa

Create a name for your newspaper (look at how newspapers set up their front page)and remember, an editorial does more than provide factual information; it also statesan informed opinion.



Assessment IdeasSee the Assessment section for rubrics on the following.• assuming a role• understanding of subject• quality of ideas• use of language• presentation of material

Modifications/AdaptationsGifted/Enrichment• an internet based news program could be developed by students interested in

technology (WWII newscasts to the future)

Learning Assistance• graphic organizers or key visuals for an editorial will be necessary• summarize research material


ESL• model assignment, show previous student work• teach newspaper format and how to write editorials


expression as appropriate to the social sciences• demonstrate the ability to think critically, including the ability to define an issue or



implications

Political Issues I• describe Canada’s evolution as an independent nation




To Bomb Or Not To Bomb

The following lesson plan is a critical challenge designed along the lines established byTC2, The Critical Thinking Cooperative. For more information about TC2 or itsparticular critical thinking model, see Critical Challenges in Social Studies for Junior HighStudents edited by Roland Case, LeRoi Daniels and Phyllis Schwartz (ISBN 0-86491-143-2) or Critical Challenges in Canadian History for Secondary Students edited by EricBonefield, Roland Case and Phyllis Schwartz (ISBN 0-86491-202-1). Because this lessonsequence relies heavily on various cooperative learning structures, you might also wantto consult Cooperative Learning: Where Heart Meets Mind by Barrie Bennett, CarolRolheiser and Laurie Stevahn (ISBN 0-9695388-0-4) or Cooperation in the Classroom byDavid Johnson, Roger Johnson and Edythe Johnson Holubec (ISBN 0-939603-04-7).

Critical QuestionWas the use of the atomic bomb at the end of World War Two justified?

Critical Thinking Strategies/Skills• Fostering independent thinking• Suspending judgment• Developing one’s perspective• Evaluating arguments• Evaluating actions and policies

• Examining assumptions• Supplying evidence for a conclusion• Exploring implications and

consequences• Generating or assessing solutions

Lesson Sequence1. Think Pair-Share• Using the “Think Pair-Share” strategy, students brainstorm the relevance of nuclear

power / threat today• Similarly, the students brainstorm the origin of nuclear power

2. Direct Instruction• Teacher lectures the students regarding relevant background information leading

up to the dropping of the atomic bomb in 1945

3. Jigsaw II / Paraphrase Passport• Heterogeneous groups are formed• Students are placed into pro-bombing and anti-bombing pairs• Students research handout information provided by the teacher (or student

researched information)• In their pairs, one student conveys information gleaned from the handouts to the

other person in their pair• Their partner then paraphrases what the person said• The original speaker indicates if the information is accurate or not• Once everything is clarified, the other partner relates what he/she discovered in

their reading of the handouts or research and the paraphrase passport stage isrepeated


4. Academic Controversy• Students face off individually against the student in their group that has the

opposing view• Students take turns presenting their carefully researched views and arguments• After their presentations, students continue to debate trying to convince their

opposite to come over their position• At the point of exhausting their arguments, students change their assigned roles and

must argue the opposing point of view• The earlier steps of the controversy are now repeated

5. Round Robin• Each student at this point has assumed a final position on the issue• Students in the round robin take turns presenting their personal points of view• The group will try to reach a group consensus (not necessary)

6. Inside-Outside Circle• Two circles of students are created one inside the other• Students in the circles face each other• The circle will rotate against each other and students will be paired with a new

partner• Upon facing each other, students will attempt to convince the person opposite to

their perspective or gather new information for their own position

7. Moral/Ethical/Spiritual Dilemma• You are a computer hacker who has discovered that your employer is planning to

financially back a coup d’etat in a peaceful foreign country. If you reveal yourinformation, you could face charges for illegal possession of information. However,if you do not, a peaceful country could face a period of violent, bloody insurrection.What do you do?

• Explain how the above scenario is similar and/or different to the atomic bomb issue

8. Individual Quiz / Essay• Students write a short essay stating their position and their supporting arguments

on the issue of whether or not to use the atomic bomb




Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of ideas• critical thinking• oral presentation• quality of ideas• expository writing (essay)• reading for information

Modifications/AdaptationsGifted/Enrichment• allow gifted students to form their own cooperative groups rather than separating

them into diverse groups as is usually done in cooperative learning• this is a great activity as it stands

ESL• clarify expectations and outcomes• model paraphrasing

Learning Assistance• adapt for time and marking


expression as appropriate to the social sciences

Social Issues II• recognize the importance of both individual and collective action in responsible

global citizenship

Political Issues II• describe Canada’s role in international conflicts, including WWI and WWII and



Peacekeeper Assignment

You are the Canadian general in charge of the peacekeeping forces in East Timor. Youhave 2000 Canadian soldiers under your command and you have been asked to go intoEast Timor to sort out the situation and make it safe for its residents. Your job is toprovide a plan of action for your superiors at the UN. What do you know about theregion ? What do you plan to do? How do you plan to do it? Your mission is to do thefollowing:1. Create (not download or photocopy) a map of East Timor, showing its major cities,

landmarks, transportation routes, and areas where you have been operating, as wellas the capital and the location of your headquarters. Include a scale.

2. Outline, very briefly the history of East Timor, starting with the first Europeanencounters to the present day. This should be a timeline of sorts, in which youindicate the major events, invasions and conflicts on the island.

3. Cultural synopsis. What is the language(s) spoken in East Timor? What country is itpart of? What is the ethnicity of its people? Anything else of importance/ interest?

4. What are your goals in East Timor? What are the immediate problems facing itspeople and how do you plan on resolving them? What are the long-term goals youhave and how will you accomplish them? Are 2000 troops enough or do you needmore troops and supplies? What is it exactly that you think you need? How wouldyou deploy your troops, etc?

Feel free to use the internet as well as encyclopedias, atlases and books! You may notprint anything from the internet, and you must provide your list of references(bibliography).

Textbook Links• Canadian Issues (Oxford) pp. 167, 216-7, 360• A Nation Unfolding (McGraw Hill Ryerson) pp. 293, 299-301, 421


Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of ideas• quality of ideas• understanding of subject• use of language• reading for information• visual presentation of material


Modifications/AdaptationsGifted/Enrichment• ask these students to create unique ways of presenting this material such as stories,

a news broadcast, a documentary or an interview with the leader of thepeacekeeping troops

Learning Assistance• break this assignment down into small and manageable steps, possibly with a

graphic organizer or checklist to make the steps clear• provide detailed instruction on where to go for the research information (specify

sources, page numbers, URLs, etc.)

ESL• show students samples of the finished work• allow these students to work in pairs• provide a graphic organizer for the timeline and research components

IRP LinksSkills and Processes II• recognize connections between events and their causes, consequences and

implications• demonstrate mapping skills, including the ability to organize and synthesize various


Political Issues II• describe and assess Canada’s participation in world affairs


First Nations Issues in 20th Century Canada: Essay

The purpose of this assignment is to provide you with a historical background to FirstNations issues in the Twentieth Century. Specifically, we will explore the relationshipbetween aboriginal people and the Canadian government, land claims, residentialschools, the potlatch laws, self government and First Nations treaties. Your researchwill help you discuss the following statement in a 1000-1200 word essay.

ThesisNative unrest such as the uprising at Oka and the incident at Burnt Church are understandableand indeed not surprising, based on the history of discrimination against aboriginal people inCanada. Agree or disagree.

Essay format1000-1200 word expository essay. Footnotes and bibliography are not required for thisessay, and you must only use the resources provided by the text, videos and handouts.

You must follow regular essay writing procedure: research, notes, rough draft, self andpeer editing with redrafting, good copy. An essay will not be marked unless it has allthe rough work attached to it.

Textbook Links• Canadian Issues (Oxford) pp. 16-17, 76-77, 108-109, 178-179, 197, 214-215, 247, 275,

318-319, 344-347, 354• A Nation Unfolding (McGraw Hill Ryerson) pp. 372-376, 397-398, 406-413• Counterpoints (Prentice Hall) pp. 208-212, 286, 354-357


Assessment Ideas* See the Assessment section for rubrics on the following.• expository writing*• understanding of subject*• presentation of material*• use of language*• research skills

Modifications/AdaptationsGifted/Enrichment• students could frame their essay as a speech and present it in a particular tone: fiery,

militant, diplomatic, conciliatory, rabble-rousing, intellectual or from the perspectiveof an aboriginal, a federalist, a separatist, etc.


Learning Assistance• adapt the length of the essay (reduce it)• provide URLs to assist in the research• if videos are used, supply summaries• graphic organizers or outlines will also be helpful to these students to guide their

writing/thinking

ESL• review essay format with students• give specific examples


problem and develop hypotheses and supporting arguments• gather relevant information from appropriate sources

Cultural Issues• describe the role of Canada’s First Nations peoples in shaping Canadian identity

Political Issues• demonstrate understanding of the history and present status of Aboriginal land

claims and self-government in Canada


Legal Issues• demonstrate awareness of the provisions of the Indian Act and its impact on the

citizenship of Aboriginal Canadians• identify and assess critical legal issues facing Canadians

Economic Issues• identify and assess economic issues facing Canadians


The Avro Arrow Story

Have students use their textbooks, the library and the internet to answer the followingtwo questions, then put them into groups of four to discuss the issues involved. At theend, each group member should explain the group’s decision and any disagreementthat occurred in the discussion.

1. Did the government take the right action by scrapping the Avro Arrow? Make listsof the pros and cons for continuing this project, then decide, as a group if you can,which list is the more valid.

2. In well developed point form explain whether you believe the Arrow story isbalanced in terms of the information presented.

Textbook Links• Canadian Issues (Oxford) pp. 210-211• A Nation Unfolding (McGraw Hill Ryerson) pp. 345


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• understanding of subject• quality of ideas• oral presentation

Modifications/AdaptationsGifted/Enrichment• students could prepare a debate between government and industry reflecting the

points that led to the decision• students could videotape the debate and show it in other classes or present the

debate in person to other classes (authentic audience)

Learning Assistance• simplify the resources• omit #2


ESL• allow students to discuss in their first language before joining the groups• mix ESL students in with native-language speakers in the groups


problem and develop hypotheses and supporting arguments• assess the reliability, currency and objectivity of evidence




Read and Write a Canadian Biography

We are all interested in famous people and heroes because they give us models tofollow. By studying the experiences and the minds of others, we discover that eachperson sees the world about him differently. We see, too, that what one person misses,another finds. Think of the tremendous power that we gain by being able to read aboutthe thoughts, actions, and feelings of famous people. We can live, so to speak, a life timein a few hours or days, when we read biographies. We can also get to know what it waslike to live in a different time or place. Biographies also help us get to know ourcountry’s history.1. Create a definition of “famous Canadian”.2. Select and read a biography of a Canadian using the resources in the school’s

library.3. Write an essay on whether or not the person you chose fits your definition of a

famous Canadian. Option: do a presentation to the class dressed the part.4. The following list provides some famous names. You can use this list to get started

or think of your own names. Remember: just because the person lived, doesn’tguarantee someone wrote a biography about him or her.

Thomas KeeferWilliam Van HorneErnest Thompson SetonEmily StoweE. Cora HindNellie McClungJerry PottsSam SteeleWilliam Hamilton MerrittSamuel CunardGrant McConachieNorman BethuneMarion HilliardFrederick BantingCasimir GzowskiSir Sandford FlemingSam McLaughlinWilliam BerczyEmily CarrPaul KaneKate Aitken

Ned HanlanCharles MairTom LongboatThomas ChandlerHaliburtonGabriel DumontWilfrid LaurierMatthew Baillie BegbieWilfred GrenfellHenri BourassaThomas Carbide WillsonLouis St. LaurentTimothy EatonAlexander Graham BellLa VerendryeAlexander MacKenzieDavid ThompsonBilly Bishop, VCLord BeaverbrookJoseph BrantHart Massey

John A. MacdonaldJoseph HoweAllan Napier MacNabElizabeth Simcoe: firstlady of Upper CanadaGeorge BrownLouis RielGoldwin SmithRobert BordenArthur MeighenJ.S. WoodsworthW.L. Mackenzie KingR.B. BennettLaura SecordJames DouglasCatherine SchubertClifford SiftonAdam BeckHenry PellattHenry LarsenJohn Wilson Murray

5. OPTIONAL: You will note that this list has holes. For example, there are no athletes(hockey? lacrosse?), nor are there people from the fine and performing arts (ballet?music? literature?). Compile a list that fills the holes.

Textbook Links• Use the index in the classroom textbook to see if the research subject is mentioned

(otherwise, not applicable)



Assessment Ideas* See the Assessment section for rubrics.• expository writing*• understanding of subject*• quality of ideas*• use of language*• presentation of ideas*• research skills

Modifications/AdaptationsGifted/Enrichment• students may wish to extend this activity into a regional heritage fair that depicts the

famous people and what they were famous for in a more authentic way

Learning Assistance• provide readable resources (lower reading level)• graphic organizers or structured outlines for the essay will be necessary• adapt length (shorter) and time for completion (longer)

ESL• review essay writing biographical form• students should hand in an outline to check on comprehension• provide a rubric of marking criteria• specify length


Skills and Processes II• assess the role of values, ethics and beliefs in decision making• demonstrate appropriate research skills, including the ability to ... (see the grade 11




The Day You Were Born

The day you were born was a very important day, especially for you. This historyresearch project is designed to have you find out what that day was like. To find out,you will need to use the microfiche facilities of either the Vancouver Public Library orUBC or SFU. Technically, university libraries do not provide assistance to high schoolstudents so it might be more difficult to use these facilities. The main branch of theVancouver Public Library does have an extensive collection of local newspapers onmicrofilm, and they will help you if you ask.

To look at newspapers from the day of your birth, go to the downtown branch atGeorgia and Homer. Weekday afternoons after school are best because the microfilmreading machines are less busy. Weekends are fine, but you may have to wait for amachine. Check to see that the library is open. It’s best not to go with a large group offriends (go with one or two others only) as you might not all get a machine. Take theelevator to the fifth floor and go to the Newspapers and Magazines Department.Politely ask at the information desk where you can find the Sun and/or Province of theday, month and year of your birth or the day after. Ask how to use the material andequipment, then record the headlines for the following topics. In addition, make briefnotes where necessary.

Make sure you bring paper and pen/pencil.

Your project must include the following:1. international news events2. national news events3. local news events4. national or international sports event5. local sports event6. the weather7. topic of the lead editorial8. three jobs from the help-wanted section (with salaries)9. Ann or Abby’s advice10. selection of prices from retail store ads (consumer goods, clothing, food, etc.)11. selection of prices from real estate classifieds12. selection of new car prices from auto classifieds13. something you think humorous14. movies and other entertainment and what they cost15. value of the Canadian dollar compared to American (see financial section)16. interest rates for consumer loans and mortgages (also in financial section)17. miscellaneous - anything else of interest

Once you have collected your information, you can begin organizing your material forthe two parts of this assignment.

Part 1 - For each of the above newspaper items, supply the headline (or first few lines)and a one sentence summary of the item. Your selection is important - make


appropriate choices by choosing items of interest. Don’t just select any old thingbecause it’s short.

Part 2 - Using the knowledge gained from reading the articles in the newspaper, write aone to two page, interesting, well-written composition in narrative form that discussessome of the following:

1. What news story had the most important consequences• for you?• for your family?• for society?

2. What has changed since you were born?3. What has more or less stayed the same?4. What about money?

• what things cost more?• what things are cheaper?• do you get more or less for your money now?

5. What were the big issues at the time you were born? Are they similar today?6. Make as many interesting comparisons between then and now as is possible and

appropriate.

Try to relate part 2 to part 1. Make sure that you include references to the newspaperitems in part 1 when you write your composition.

To complete this project, prepare an illustrated title page with an appropriate title.Include your name, the month, day, and year of your birth, course name, teacher anddate. Submit part 1 and 2 together in finished condition in a duo-tang cover along withyour notes and any photocopies you made for this project.



Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of material• understanding of subject• quality of ideas• visual presentation


Modifications/AdaptationsGifted/Enrichment• a third layer of this assignment might be to project twenty years into the future and

focus projections on various items (project an event for the items that would make asignificant world event two decades from now)

Learning Assistance• omit part 2

ESL• option: research events in birth country


Skills and Processes II• demonstrate appropriate research skills including the ability to ... (see the IRP-on-a-

page in the Planning and the IRP section in this resource for the rest of this outcome)

Social Issues I• identify elements that contribute to the regional, cultural, and ethnic diversity of

Canadian society

Social Issues II• compare and contrast forces that have united and divided Canadians during the

20th century, including Quebec separatism


Who Are Canadian Heroes?

There is a joke that asks “Can you name the shortest book in history?”The answer is “A list of famous Canadians and heroes.”

Many people believe or half believe this to be true. Our neighbours to the south havedone a very good job of immortalizing their famous citizens into the status of heroes;books and movies on American heroes are legion. Canadians have difficulty namingtheir famous and heroic figures.

The object of this assignment is, as a group, to put together a list of famous Canadiansand heroes. To do this we must first define who is qualified to be called Canadian andwhat an acceptable definition of hero is.

Process1. Find and write out a couple of definitions of hero and write out a definition of your

own.2. Now that you have a definition of hero, please think about the following questions

and decide whether they qualify as famous Canadians or Canadian heroes.

Yes or No Question

a. A person born in Canada but moves to and becomes a citizen ofsome other country. Are they eligible for the list?

b. Champlain was very obviously French yet he is a veryimportant figure in Canadian history. Is he eligible?

c. In a time when killing Indians (First Nations people) wasadmired and approved of, Indian fighters became heroes. Do theyqualify now?

d. A group of people instead of an individual (Canadians at VimyRidge in WWI, for example)

e. Do sports figures qualify?

f. Do political figures qualify?

g. Do entertainment people qualify?

h. Do modern warriors qualify?

i. Do writers qualify?

j. Do artists qualify?

k. Do scientists qualify?


l. Do tycoons (the very rich) qualify?

m. Do explorers qualify?

n. Do humanitarians qualify?

o. Do teachers qualify?

p. Do spectacular criminals qualify?

3. Brainstorm a list of famous Canadians who you think qualify as heroes. If you needto, go to the library to get more information (or the internet).



Assessment IdeasSee the Assessment section for rubrics on the following.• group work• oral presentation• quality of ideas• visual presentation

Modifications/AdaptationsGifted/Enrichment• this is an excellent activity as written; some students may prefer to look at Canada’s

“anti-heroes” using the criteria given

Learning Assistance• give specific resources to consult• ensure all reading material is at an appropriate reading level

ESL• may need extra time/assistance to generate this list because they lack the

background knowledge


IRP LinksSkills and Processes I• demonstrate skills associated with active citizenship, including the ability to



Political Issues I• describe Canada’s evolution as an independent nation

Political Issues II• describe and assess Canada’s participation in world affairs


Western Alienation and Independence

The Year is 2014. Western Canada, discontented with being controlled from Ottawa foryears, is on the verge of a Unilateral Declaration of Independence, as was Quebec in thelatter part of the 20th Century. The feelings in the west vary: some want completeindependence, some are looking for a sovereignty-association deal with the rest ofCanada, while others look to join the United States of America. You are a seniorpolitician and someone whose opinion is valued in the west. You have beenasked to give a presentation to western political and business leaders during which youwill tell them what you think the west should do. Complete independence?A new kind of relationship with the rest of Canada? A new deal with the USA? What doyou think is the best thing to do?

Think in terms of the following:• Who are we closest to, geographically?• What sort of resources does the west have, and can we afford to leave Canada?• What current provinces and territories are “the west”• What would we use for currency?• Who would protect us?• Where would the capital be? (if you thought independence was the best bet)• Would you redraw borders?• What would be the name of this new country ?(if you chose independence)• Are westerners “different” than other Canadians?

The presentation could be a speech, a slide-show, a report; whatever you feel could bestpresent this material: If you need visuals (new national flag, newmap etc.) you must create them. However you choose, you must deal with thefollowing concepts: Geography, History, Culture, and Economics.

You may work by yourself or with one other person. However, be warned that there isa higher standard for people who work with a partner.

Textbook Links• Canadian Issues (Oxford) pp. 194-195, 266-267• Counterpoints (Prentice Hall) pp. 182-183



Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• expository essay• presentation of ideas• quality of ideas• understanding of subject• use of language• reading for information• assuming a role• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students as it is

Learning Assistance• break down this project into small, manageable pieces• provide guidance during the research component• ask questions that get students thinking about the issues personally (How would

you feel if...? What do you think about ...?, etc.)

ESL• provide finished samples of the work for students to see• students have no background knowledge for this and will thus find it difficult; ask

them to consider separatist or alienation issues in their countries of origin to makeconnections


Canada and the world• gather relevant information from appropriate resources



Culminating Project: Research Essay

The following assignment works well as a final project for Social Studies 11. Studentsshould following the writing process for this assignment. One possible approach isoutlined in the Research and Plagiarism section, using the beaver as an example.

Purpose1. To investigate some historical or current event topic in depth and thus improve

research, note taking, and organizational skills.2. To enhance critical thinking and writing skills.

Instructions1. Each student is expected to select one of the following topics on a “first come, first

served basis”. No more than two students per topic are allowed in order to spreadout dependence on library resources.

2. You will hand in research notes, which will be marked. The format of notes will beexplained in class. The notes are to be done separately if in a group.

3. You will also hand in an outline prior to the essay completion date and it will also bemarked.

4. The final essay should include:• title page• outline (possibly revised)• bibliography

Note1. Try to use maps whenever possible or other visual aids.2. Quotes and the borrowing of ideas should be referenced using either the MLA or

APA style. Remember that statistics also have to be referenced.

Topic ListA Controversial Events and Issues1. In the 1950’s the Sons of Freedom Doukhobors (the radical minority of the

Doukhobors) refused to send their children to B.C. schools. As a result the B.C.government took the children away from the parents and placed the children inspecial schools. Examine this event and determine whether the government decisionwas the appropriate one for the time considering the children’s and parent’s interest.Also the question of individual rights.

2. Examine the Canadian Federal Election of 1963. Did Diefenbaker deserve to lose? 3. In WWII many Canadian soldiers lost their lives at Dieppe. Some historians claim

that this battle was a British blunder, while others feel that the battle was necessaryto prepare for a future allied invasion. Who was right?

4. Examine and discuss the contribution of Emily Stowe. What difficulties did she

meet?


5. To what extent did the art of Emily Carr contribute to the Canadian identity? 6. In 1923 a leader of the Doukhobor sect, Peter (the Lordly) Verigin was killed in a

bomb explosion while riding on a train. Was this an assassination or was the bombmeant for someone else?

7. The Young Offenders Act has been under attack in recent years because the severity

of youth crimes seems to be increasing while the Young Offenders Act has notchanged to compensate for this phenomenon. Many young offenders are perceivedto get a “slap on the wrist.” Use examples of recent court decisions and determinethe extent to which the Young Offenders Act should be revised. Providesuggestions.

8. Compare and contrast how the home fronts were affected during WWI and WWII. 9. Was Conscription necessary during WWII? 10. Explain Canada’s reaction to the Cuban Missile Crisis of 1962 and determine

whether our position was appropriate at the time. 11. The Dionne Quintuplets were born in the 1930’s and had a very tragic life. Why?

Discuss. 12. Determine the origins of Port Moody, Port Coquitlam and Coquitlam. Were their

origins the same? Discuss. 13. Ginger Goodwin was a draft dodger during WWI and eventually caught and shot.

Examine the draft dodgers of WWI and of WWII and determine why this problemexisted.

14. Examine the union movement in B.C. between 1900 and the 1930’s. Determine why

the unions arose and why their early development was difficult to achieve. 15. On examining the Depression, was life for most Canadians always difficult? Discuss

the effects of the Depression on the typical Canadian family. 16. Examine the life of the Chinese-Canadians from 1900 to 1950. Were the government

and public fair to this ethnic group? What did they contribute to our Canadiansociety?

17. Discuss the Japanese-Canadian internment during WWII. Was it necessary? 18. Why did the Prohibition movement start in Canada? When did it end? Why did it

fail? Discuss. 19. The Free Trade Agreement was established in 1989. Why was it so controversial?

Has it been a success to date? Discuss.


20. Why did the Bomarc Missile Issue affect our relations with the United States? Did

Canada make the right decision? Discuss. 21. Did the Viet Nam War affect Canadians and our relationship with the United States?

Discuss. 22. During WW II many Canadian soldiers married non-Canadians. Examine the lives

of these “War Brides” and determine what difficulties they had adapting toCanadian Life.

23. Devise a topic of your own, but check it with the teacher first.

B. BiographiesIf you select a topic from this category, be sure to not fall into the “narrative” trap. Thatis, you are expected to present a thesis about the individual or some aspect of his/herlife. A story of his or her life is not acceptable for an analytical essay.

1. In the 1930’s the R.C.M.P. chased a murder suspect called Albert Johnson, whichdeveloped into one of Canada’s longest and most controversial manhunts. SomeCanadians have called him “the Mad Trapper of Rat River”and claim the RCMP wasjustified in its pursuit and execution of him. Agree or disagree.

2. Why was Norman Bethune a controversial person? Discuss. 3. In the 1970’s P.E. Trudeau seemed to be both loved and hated as a prime minister.

Analyze his political career and present an opinion on this controversial primeminister.

4. Grey Owl was considered a fraud and yet his contributions as an environmentalist

were impressive. Which position on him do you feel is most accurate? Discuss.

5. Devise a topic of your own but check it with your teacher first.

Textbook Links• Canadian Issues (Oxford). Various. Use the index depending on topic selection.• A Nation Unfolding (McGraw Hill Ryerson). Various. Use the index depending on

topic selection.• Counterpoints (Prentice Hall). Various. Use the index depending on topic selection.



Assessment Ideas*See the Assessment section for rubrics on the following.• expository writing (essay)*• quality of ideas*• understanding of subject*• presentation of material*• research skills

Modifications/AdaptationsGifted/Enrichment• if this is a culminating project that must be uniform, the topics offer many great

possibilities; if, however, the product does not have to be an essay, students mightchoose to write a play, a series of editorials, etc. that reflect their research andbibliography

• another, alternative, product might be a visual/audio/PowerPoint presentation

Learning Assistance• simplify topics in B2 or assign a specific topic such as Norman Bethune• suggest possible resources and/or internet sites• graphic organizers or structural outlines for the writing will help a great deal• provide the thesis statement for the student

ESL• review MLA or APA referencing system and bibliography format• have students submit outline prior to writing the essay• students may need extra tutorial time



expression, as appropriate to the social sciences• demonstrate the ability to think critically, including the ability to define an issue or

problem and develop hypotheses and supporting arguments• gather relevant information from appropriate sources• assess the reliability, currency and objectivity of evidence• develop and express appropriate responses to issues or problems• develop, express and defend a position on an issue, and explain how to put the ideas

into action


Analyzing Historical Documents

The job of the historian is to interpret history. This is primarily done through theevaluation and analysis of historical documents, which makes this one of the mostimportant skills a student of history must have. When evaluating a historicaldocument, there are generally two questions one must ask. Firstly, you must scrutinizethe reliability of the source and secondly evaluate its accuracy. This package is intendedto give you an introduction to these skills and to give you your first crack at documentanalysis.

I RELIABILITYThe beauty of assessing a document’s reliability is that it can usually be done without evenreading it! What we want to ascertain is whether or not we can ‘trust’ the source of thedocument in question. Therefore, rather than focusing on the document and its text,you must focus on the source, or author of the document. Ask yourself these questions(in this order) when making your analysis:

a. Primary or Secondary...Identify the nature of the sourceAll documents will be either primary or secondary in nature, and it is critical to makethis determination before you move on. A PRIMARY SOURCE is a first hand,eyewitness account of a historical event. A SECONDARY SOURCE is derived from aprimary source.

A perfect place to find a collection of primary and secondary sources is your textbook.The author or authors of your text were not likely present at any of the events uponwhich they are reporting. A good author will research numerous primary andsecondary historical sources and from that derive his own account of history for thetext. Therefore, the bulk of your text would be considered a secondary source.However, a good author will also include an assortment of primary source informationto add weight and legitimacy to his version of the facts.

Source Type Primary Secondary

Examples

Advantages

Disadvantages


b. Be able to identify BIASNo one sees the world completely objectively, no matter how fair-minded you may be.We see the world through the eyes of people living in a western liberal democracywhich, like it or not, colours our perceptions. We abhor the ethnic violence in theBalkans, but unlike people living in that region, our perceptions have not been colouredby centuries of conflict and cradle-to-grave indoctrination. Therefore, we will see theexact same event in two radically different ways... what may seem like unacceptable,irrational attitudes and behaviour to us may be perfectly acceptable and rational tothem.

Since history is written by human beings, and no human being is immune to culturalbiases, it is fair to suggest that historical documents are also rarely free of bias.Therefore as students of history, it is critical that we ascertain the bias of an author inorder to properly evaluate the reliability of the document in question.

Even though a document may be heavily biased, that does not necessarily mean that itis to be disregarded. It is always useful to weigh the thoughts and opinions ofeyewitnesses to historical events.... but we may need to take them with a grain of salt.A biased primary source document may provide a slanted or even an inaccuraterecounting of an event, but it will still be an excellent source telling us about theopinions, values and emotions of the time. For example, consider two accounts of aNazi concentration camp.... one from the camp commandant, and one from a prisoner.Which one is a more valuable source? The answer is they both are valuable, as both areprimary source accounts. While the prisoner’s account may be more accurate (althoughnot necessarily so) the commandant’s account will certainly give insight into thethought processes of Nazis at the time. So do not automatically dismiss a sourcebecause it is biased. It is important to recognize the bias and draw from it whatever maybe useful to you as a historian.

List different kinds of bias:

c. Passage of TimeIf you were asked at the dinner table tonight “so what did you do in school today” youcould likely give a fairly accurate recounting of the day’s highlights. If you were askedthat same question three months from now, your memory will have faded a bit andthree years from now you would be hard-pressed to answer the question.

Although details invariably fade from memory, it is fair to say, however that people areusually quite lucid when it comes to remembering significant events in their lives, nomatter how long ago they occurred. No doubt you can think of a few personalexamples right now! We need to weigh all of these factors when analyzing a historicaldocument. Yes, the passage of time can erode an eyewitness’ recollection of somethingthey experienced years ago, but that does not necessarily devalue the validity of anaccount. If you ever get the chance to hear a holocaust survivor describe the horrors ofthe death camp, you will sense that their recollection is a vivid and fresh to them as if ithappened yesterday... such was the impact it had. By the same token, an account ofrelatively mundane occurrence from an eyewitness many years removed from theevent will likely be less than crystal clear.


The passage of time affects a person’s recounting of the events in other ways than thesimple fading of memory.

List the ways the passage of time might affect primary source accounts.

II ACCURACYThe difference between assessing a document’s reliability as opposed to its accuracy isthat the ‘reliability test’ is primarily concerned with the nature of the source (asdescribed above) while the ‘accuracy test’ is questioning whether what the source reportsis in fact true. The only way to really know this is to weigh it against what othersources, both primary and secondary have to say about the event in question. Does itcorrespond or contradict prevailing views? If it corresponds, then it is likely an accuratesource and probably provides a valuable perspective that may prove useful to thehistorian. If it contradicts, you must ask yourself why? The source could be biased,faint of memory or perhaps is just plain lying.

There are however, instances when a contradictory source is in fact genuine and sheds awhole new light on a prevailing historical view. For instance, western historians hadalways held Christopher Columbus up as hero until further research and studyuncovered enough evidence suggesting that he was in actual fact rather cruel and apoor administrator. There is an entire school of history called revisionism which revisitstraditional interpretations of history and takes into account a wider and perhaps morecontroversial sources in arriving at potentially new and different conclusions aboutpeople and events. Therefore, the key is to carefully consider each source on its ownmerits. Just because a source contradicts common knowledge does not mean youshould automatically discount it. However, it is fair to say that in most cases, if youcome across something that flies in the face of what you know to be true (such as ErnstZundel’s anti-Semitic literature denying the holocaust) it probably is inaccurate and itwill not take too much digging to figure out the reasons for the inaccuracies,.

Document Analysis Practice SetAs was suggested earlier, your text, Canada: A Nation Unfolding is a great place toacquaint yourself with historical readings and documents. Use your text to answer thefollowing questions.

1. On page 161 you will find a record of the events surrounding the 1917explosion in Halifax using a good mix of primary source material (on the rightside of the page) and secondary (on the left).

a) Read through both and comment specifically on the advantages and disadvantages of each source.b) What does one provide that the other does not, and vice versa?

2. Study the posters on pages 150, 151 and 153.a) Are these primary or secondary sources? Why do you think so?b) What value do these posters have to the historian?

3. Page 138 provides outstanding primary source documentation on life at the front.

a) Why are these particular sources so valuable?


b) Read through the letters and summarize any valuable insights gleaned from these documents.

4. Page 238 gives a fascinating insight into the attitude our Canadian WWII Prime Minister Mackenzie King had about Adolph Hitler. Conduct a thorough analysis of this document by systematically going through the ‘tests’ outlined in this guide.

a) What is the nature of this source?b) Is there a bias?c) Is it affected by the passage of time?d) IS IT RELIABLE? Why or why not?e) IS IT ACCURATE? Why or why not?f) Summarize by commenting on the value of this source to a historian.

5. Page 332 contains a quote from the Quebec Premier during the 1970’s, Rene Levesque, where he makes a statement regarding the attitudes and values of Quebeckers. It is important to note that Levesque was the leader of the Parti Quebecois, which was devoted to the separation of Quebec from Canada. Bearing this in mind, comment on the following.

a) Is this quote reliable? Why or why not?b) Is this quote accurate? Why or why not?

6. Turn to page 353 where you will find a cartoon and some statistics regarding Canadian versus American attitudes.

a) Is the cartoon a primary or secondary source? Why do you think so?b) Does the cartoon contain any bias? If so, what is it?c) Are the statistics primary or secondary sources? Why do you think so?d) Review the statistics and make some general conclusions on basic differences between Canadians and Americans.

Textbook Links• Canada: A Nation Unfolding (McGraw-Hill Ryerson). See page references listed above.



Assessment IdeasSee the Assessment section for rubrics on the following.• reading for information• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• have students write history using any of the primary sources listed• have them “write” a primary source account of something that would lead to a

secondary source listed in the suggested readings

Learning Assistance• omit 6D• do the document analysis suggested in small, carefully selected groups with specific

roles for each student

ESL• review/pre-teach terms such as bias, slant, prejudice, etc.• allow students to discuss concepts in their first language• provide extra time


problem and develop hypotheses and supporting arguments• gather relevant information from appropriate sources• assess the reliability, currency and objectivity of evidence


Introduction to Geography

Fundamental Themes in Geography1) Location: the position of something on the earth’s surface• Absolute: latitude and longitude• Relative: the general characteristics of a specific place (It is found relative to what

other surrounding things?)

2) Place (nature of place): the physical and human characteristics that make a locationunique• These may be social, physical, economic, cultural etc.

3) Movement: the varied patterns of the movement of people, ideas, information,goods and services• e.g. trade between nations, transportation and communication technology

4) Regions: the basic unit of study that defines an area with certain human and/orphysical characteristics, these are the basic units in the study of geography• Regions may be defines in countless ways e.g. politically in terms of borders,

physically by mountains, oceans, temperature, and economically by GNP or GDP

5) Human and Physical Interactions: the way humans depend on, adapt, and modify theenvironment• These interactions also deal with how humans in turn are influenced by the

changing environment, and how we may influence change on a global scale

Questions1) Suggest why latitude and longitude are useful for the study of geography.2) Describe the relative location of your school.3) Describe the nature of place for Coquitlam. What makes this area unique relative toother locations?4) Using an atlas, provide at least 5 examples of regions and state how they are defined.5) Using an atlas to help, write a short paragraph, which illustrates the 5 themes ofgeography as applied to the map of Canada.

Textbook Links• Canadian Issues (Oxford) pp. 366-383• Counterpoints (Prentice Hall) pp. 314-446



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• expository writing• presentation of material

Modifications/AdaptationsGifted/Enrichment• research the development of latitude/longitude and navigational tools through

history, mapping planets, the human brain, etc. - as an extension to the original fivequestions

Learning Assistance• for #5, choose three rather than five paragraphs• adapt for time (lengthen)

ESL• use the adaptations suggested for learning assistance



Environmental Issues• explain the environmental impact of economic activity, population growth,

urbanization, and standard of living• apply the following themes of geography to relevant issues ... (See the grade 11 IRP-

on-a-page in the Planning and the IRP section for the rest of this outcome)


Geographical Technology Research

There is a lot of science and technology in the field of geography today. Ask students tofind out about the various technologies available to them today as geographers. Afterdoing the requisite research, create short information cards that illustrate the particulartechnology, explain what it is and how it works and evaluate how useful a tool it is on arating scale of one to five (five being most useful). The following lists some of thetechnologies that students could look into:• The World Wide Web• Geographical Information Systems (GIS)• Global Positioning Satellites (GPS)• LORAN• laser transit devices• seismic testing equipment

Textbook Links• A Nation Unfolding (McGraw Hill Ryerson) pp. 203• Counterpoints (Prentice Hall) pp. 410-411


Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of ideas• quality of ideas• understanding of subject• use of language• reading for information• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• allow students to create alternate forms of presentation of material• ask students to generate lists of web sites on the topics and evaluate themLearning Assistance• reduce the number of technologies the students are responsible for• make a graphic organizer for each card so they know precisely what to do


ESL• provide graphic organizers that help students with the research• show students a sample, finished, card• make evaluation criteria available before when the project is assigned

IRP LinksSkills and Processes II• demonstrate appropriate research skills, including the ability to . . . (see the grade 11


• demonstrate awareness of current geographical technology


Environment Project

Topic Choices1. The Greenhouse Effect2. Deforestation3. Depletion of the Ozone Layer4. Water Pollution5. Surface/Land Pollution6. Acid Rain

Objectives1. To show through a specific topic student understanding of an environmental

problem.2. To show student ability to research, organize and present your information in a

clear, informative and attractive way.

Task1. Locate in texts, clipping files, videos, magazines, periodicals, etc., any information

you need to complete your project.2. Do not restrict your resources to those found in the classroom and school library.

Make good use of your community library and the internet.3. Once you have compiled your sources, record it in an organized fashion using

headings and subheadings.4. Decide the best way to present the information you have collected. Your final

project could be a written report, a collage or a model. A written report couldinclude pictures, drawings, charts or maps. A collage or model must be accompaniedby a written component.

5. You will be given class time to work on your project. Use it well!

Textbook Links• Canadian Issues (Oxford) pp. 358-385• Counterpoints (Prentice Hall) pp. 357-358, 430-432


Assessment Ideas* See the Assessment section for rubrics on the following.• presentation of material*• understanding of subject*• quality of ideas*


• expository writing*• visual presentation*• research skills

Modifications/AdaptationsGifted/Enrichment• explore the internet for a variety of perspectives on the topic choices; reference key

spokespersons, activists, scientists, etc. who would have diverse points of view onthe topic choices

• design a list of questions to ask an expert on some of the topic choices; if possible,arrange a meeting or phone/email connection to get the questions addressed

Learning Assistance• emphasize the visual nature of this project for these students

ESL• provide a marking rubric so students can see the expectations very clearly



urbanization and standard of living• apply the following themes of geography to relevant issues ... (See the grade 11 IRP-

on-a-page in the Planning and the IRP section in this resource for the rest of thisoutcome)

• identify and assess environmental issues facing Canadians


Canada and Geography

Canada is uniquely positioned among the world’s nations for a variety of reasons, oneof which is geography (location, regions, features, resources - air, water, land). Whatabout Canada’s geography and geographical forces shaped her position relative to thefollowing nations?• The United States• Any of the commonwealth countries• Any of the francophone countries• Any of the G7 countries (except the United States)• Any of the third world countries

Create an oral presentation or poster that demonstrates your understanding of theanswer to this question.

Textbook Links• not applicable


Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• visual presentation of material• understanding of subject• presentation of ideas• quality of ideas• use of language• reading for information

Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students• encourage divergent forms of thinking and making connections or seeing patterns

Learning Assistance• choose one of the areas of research, as opposed to all of them• provide a model for thinking through this problem


ESL• reduce the number of areas of research• show students finished examples of students’ work on this assignment• provide a graphic organizer that will help them know what it is they have to find

out about or think about


Canada and the world

Environmental Issues• apply the following themes of geography to relevant issues . . . (see the grade 11


• identify the geographical forces shaping Canada’s position among nations


Global Issues: Human Rights & Citizenship

Global Issues1. Identify current world problems. It is not difficult to generate a list of about 30

problems from hunger to AIDS to over-fishing, etc.2. Discuss selected problems and try to answer the following questions for each: a. What is the cause of this problem? b. Who is responsible for solving the problem? c. How can this problem be solved? d. How does this problem affect Canadians (directly or indirectly)? e. Provide ONE practical solution to which you yourself could contribute.

Human Rights1. Draw up a list of what you consider human rights.2. Draw up a list of corresponding responsibilities.3. Review the UN Charter of Rights and the Canadian Charter of Rights and

Freedoms.4. Re-examine the rights and responsibilities you developed as well as the UN and

Canadian charters - how do they relate to the global issues identified above? Dothey affect your ideas on who is responsible for addressing these issues?

Citizenship1. Write out your personal definition or understand of “citizenship”. Anecdote: An elderly man lay ill in his hospital bed. His visiting grandson told him how well

he had scored on his math exam - 99%. The grandfather only smiled and asked, “But are youbeing a good citizen?” What did the elderly man mean? Can you give examples ofacts of citizenship? Is good citizenship limited to one’s community and country?How important is global citizenship? How important is active citizenship?

2. To return to the anecdote, is being a good citizen just as important as (or moreimportant than) other personal achievements in school?

AssignmentAlone, or with a partner, research one of the following topics (library time is bookedfor one class) and write a report that you will present to the class. Your report may beread but you should be prepared to answer questions and to stimulate discussion. Youwill be evaluated for your individual research, critical thinking, writing and presentationskills. You will be required to hand in your report and bibliography, although it neednot be typed. Suggested length: 500 - 750 words; 5 minutes; per student.


Topics1. Examine the human rights issues surrounding the treatment of Canada’s Aboriginal

peoples, in particular, the creation of residential schools and current treatynegotiations.

2. Choose a 20th century Canadian human rights issue to research. Some possibilitiesare - the internment of Japanese Canadians during WWII, freedom of religion forgroups like the Doukhobors, the right to vote, discrimination in the workplace,‘head taxes’ on Asian immigrants in the early 1900’s, the War Measures Act of 1970,privacy rights and information technology - but you may also choose other issues ofinterest to you.

3. Which of the following is the greatest danger facing the world in the next 50 years:war, poverty, hunger, disease, overpopulation, pollution or climatic change? Whatcontributions can you / can Canada make toward achieving a solution?

4. Research the economic and legal status of women in Canada today. Considerwomen of all ages, cultural groups and in different regions.

5. Gather information on poverty in Canada and research the government’s proposedsolutions, especially with regard to child poverty. Report on the problem ofpoverty either in the GVRD, other regions of Canada or in general across Canadiansociety. What are the problems and solutions?

6. Do those with wealth have responsibilities to those in need, in Canada and theworld? What are the costs and benefits to Canada of active global citizenship?Consider current global situations and problems.

7. Should students be required, as they are in Ontario, to take a half-course inCitizenship? Would this be a valuable component of our education system?Propose a curriculum for such a course.

8. How can students demonstrate active citizenship within the school? Provide specificplans and details for activities that would involve individual students and themajority of students.

9. Other (to be approved by teacher)



Assessment IdeasSee the Assessment section for rubrics on the following.Or see the Assessment section for rubrics on the following.• understanding of subject• quality of ideas


• presentation of material• use of language• expository writing

Modifications/AdaptationsGifted/Enrichment• this activity offers great opportunity for individual or partner research• product options beyond a report presented to the class might include a series of

letters, editorials, a brochure, a comic strip, a website (see list of product options inthe Additional Adaptations and Modifications section in this resource)

Learning Assistance• simplify or provide alternate topics• omit human rights #4 and citizenship

ESL• regarding human rights - present students with an explanation of major

terminology and concepts in print and oral form• compare and contrast human rights issues from other country’s perspectives

IRP LinksSocial Issues I• identify major Canadian social policies and programs and their impact on Canadian

society


global citizenship

Legal Issues• identify the major provisions of the Canadian Constitution, the Canadian Charter of

Rights and Freedoms, and human rights legislation

Environmental Issues• identify and assess environmental issues facing Canadians


Global Village - Communication

Follow the steps below to get students to consider communication issues in our globalvillage:1. Have students brainstorm the various methods of communication that are possible

in today’s world. (Hint: old-fashioned types? modern? silent? native? longdistance?)

2. Once they are done, ask them to categorize the brainstormed ideas into twocategories: technological and non-technological.

3. Then, they need to choose five of their methods and provide an example where itwould effective and ineffective (Hint: body language is ineffective for a blind person.Words separated by a sound proof wall are also ineffective.)

4. Discuss what are the most common global forms of communication (such ascomputers, fax, T.V.)

5. For each of these forms, discuss who controls it (locally, nationally andinternationally), who benefits from it, what the are consequences of having it (interms of culture, news, music, etc.)

6. As a conclusion, discuss the notion of distance. Does what happens “over there”affect you? What if a certain group starts to smoke, for example. What are thepossible consequences? What about a large company that causes air pollution? If anuclear submarine sinks off Norway? If there is another Chernobyl-type incidentsomewhere? Another Mount St. Helen’s? What about the Antarctic hole in theozone layer? What are the ramifications of the global village concept?

Textbook Links• Canadian Issues (Oxford) pp. 325• A Nation Unfolding (McGraw Hill Ryerson) pp. 356, 382-389, 396• Counterpoints (Prentice Hall) pp. 157-158, 367-368, 452-453, 456-457


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• speaking and listening in a small group discussion• presentation of ideas• use of language


Modifications/AdaptationsGifted/Enrichment• this is a good assignment for these students• if the discussions are conducted in small groups, allow these students to work

together

Learning Assistance• provide lots of background via mini-lecture, video and/or reading material so these

students will have something to say• accept that some students won’t participate in the class discussion

ESL• ask these students to write a learning log about what they understood/learned• some will have personal experiences to relate, especially if they emigrated from

poorer third world countries• provide a graphic organizer so they can follow the discussion

IRP LinksSocial Issues II• recognize the importance of both individual and collective action in responsible

global citizenship

Economic Issues• demonstrate awareness of disparities in the distribution of wealth in Canada and the

world• identify and assess economic issues facing Canadians


Resource Distribution Simulation

This is a three day mini-unit. Use the following steps to guide your progress through it.

Day One• Discuss the following: Can we ignore the problems of others? Comment on

“poverty does not equate with stupidity”. How are northern and southern countriesdifferent?

• Introduce the idea of choice and consequence (individuals, pairs, groups - volunteersshare with class)

• Needs Versus Wants Inventory (classify items as a need or want and explain;individuals, pairs, as a class)

• Organize five country groups (see cards) and a single world affairs interest group• Introduce the basic premise and procedure of the game and hand out information to

be read for next class

Day Two• Work in country groups• Discuss who and what you are• Consider needs and wants and possible courses of action (What can you offer to

other countries? What are the consequences of your decisions? Which country is ofbenefit to you as a potential supplier or a market? Try to consider long and shortterm problems and possibilities.)

• Discuss your agenda (How will you improve your situation and accomplish yourgoals as a nation?)

• Begin to negotiate with other groups when the time comes

Day Three• Finish negotiations and organize materials. What have you accomplished? What are

the consequences and implications of your negotiations?• Make a two to three minute presentation to the class (as a group) on your success• Whole class discussion. What was learned? Questions?

Needs/Wants InventoryThe following list is intended to promote thought on which items are truly essential forsurvival, as compared to items that increase our standard of living. Decide which itemsare needs and which are wants. Explain your decision in the space provided.


Item Need or Want? Reason for Choiceeducation

doctors

birth control

safe drinking water

military

arable land

hospitals

food

clothing

money

rain

television

telephones

electricity

technology

police

laws

freedoms

makeup

video games

parks

wildlife preservation

industry

plastic surgery

sanitation


Nation CardsThink about the following information in terms of resources and essential needs andwants. Plan on what you want to work with, to keep and trade away. You are allowedto act in a humanitarian way as long as the best interests of your own country are notmade secondary - remember this is a life and death struggle for many of the groups.You want to survive.

Agricultural Nation• this country is ruled by a limited monarchy. It feels threatened by a strange neigbouring

country to the south.

Has• excess food (enough to help two other countries)• relatively stable economy• good transportation system• good soils and good climate• increasingly sound environmental practices• private land ownership• weak military• basically self-sufficient• clean water, basic education, basic health care

Needs/Wants• a market• money• increased technology• role in international affairs• protect others from the evil of industrialized nations• increased standard of living in education and health• encourage sustainable development of resources

Oil Nation• This country is located in the middle of a desert. It has an economy that is based almost

entirely on newly discovered oil. It is ruled by an absolute monarchy. It is located 300 kmsouth of the Agricultural Nation.

Has• oil• wealth• extreme differences in the distribution of wealth (very rich and very poor)• poor education system• military budget up for review

Needs/Wants• water• food• skilled labour• technology• luxury items• international prestige


Nation Crippled by Famine• Famine in this country has been caused by an agricultural crisis (falling world prices and

drought). It is ruled by a long standing dictatorship. What must the dictator promise,guarantee or give up in order to ease the burden faced by the people?

Has• high birth rate• high death rate• disease (threat to other nations)• attention of the world media• potential (non-renewable mineral resources)

Needs/Wants• food• clean water• sanitation• medical attention• education• reduction of population pressures• stable water supply• maintain political independence

Developing Nation• This country has a newly established democratic system of government and has only

recently begun the move to a cash crop economy. The decision must be made whether todevelop self sufficiency or to continue enjoying the quick return from cash crop profits.

Has• large military• cash crops (cotton and coffee)• tradition of small privately owned farms• tropical forest

Needs/Wants• food• education• preserve culture• raise standard of living• maintain political independence• Medicare• increased national wealth


Industrialized Nation• This country is run by a democratic government. It has depleted its natural resources and

has serious pollution problems at home. Pollution problems also result when companiesfrom this nation enter other nations to extract minerals.

Has• industry• money• education• high standard of living• leadership role in the world• good international reputation• superior military• growing problem with poverty in the lower classes• skilled work force, matching technology• luxury items to sell

Needs/Wants• resources• food• minerals• market• cotton, coffee• cheaper resources• maintain international reputation• maintain leadership role in the world• decrease demands by other countries for international aid and the acceptance of immigrants• a say in the decision making process of countries it assists

World Affairs Interest Group• This is an international organization with considerable influence in the world community. It

is mainly composed of environmentalists and human rights advocates.

Has• some money• media contacts• popular support• political influence• information• volunteers (health care and sanitation)• assistance programs• respect• international prestige

Needs/Wants• a perfect world• concerned about standard of living, sustainable development, human rights, protection of

culture, environmental protection, international stability, public awareness


Textbook Links• Canadian Issues (Oxford) p. 325• A Nation Unfolding (McGraw Hill Ryerson) pp. 356, 382-389, 396• Counterpoints (Prentice Hall) pp. 157-158, 367-368, 452-453, 456-457


Assessment IdeasSee the Assessment section for rubrics on the following.• speaking and listening in a small group discussion• presentation of ideas• understanding of subject• use of language

Modifications/AdaptationsGifted/Enrichment• this is an excellent activity for these students• ask them to make additional country cards or edit the ones they are provided

Learning Assistance• ask these students to work with the nations that are most easily grasped• spread these students throughout the groups• accept that these students might not speak as much as others

ESL• reduce expectations for speaking in groups for lower level ESL students• hand out the country cards the class before the game begins to give plenty of time

for these students to absorb the information and plan their strategies

IRP LinksSkills and Processes I• develop and express appropriate responses to issues or problem• reassess their responses to issues on the basis of new information• develop, express and defend a position on an issue, and explain how to put the ideas

into action



global citizenship

Economic Issues• demonstrate awareness of the disparities in the distribution of wealth in Canada and

the world


Human Rights Essay

The following lesson sequence should be used to guide students through the writing ofthis essay. Work with your teacher librarian for the greatest success.

Lesson Sequence in Brief• Lesson One: introduction of topic, available resources, and using a stations approach

for research.• Lesson Two: Follow-up on stations sheets and human rights documents. Introduce

the essay. Brainstorm topics and choose one. Each student should have a specifictopic by the end of this class.

• Lessons Three and Four: Book the computer lab so students can search on theirtopic, takes notes, keep a search diary. Hand out works cited sheet.

• Lesson Five: Essay format explained. Talk about a thesis statement, narrowing atopic to a specific question/specific answer - all students should have a specific topicby class end.

• Lesson Six: Plagiarism, citing references, paraphrasing, criteria for evaluationexplained.

Lessons In DetailLesson OneHave the students work through ten stations to get used to library research and beginto frame their thinking on the topic of human rights. Work with your teacher librarianto establish ten appropriate stations for this task. Some suggestions are:1. World Book Dictionary. Define human rights2. The Universal Declaration of Human Rights and Volume 9 of the World Book

Encyclopedia. Who adopted this document and when was it adopted? Read the firsttwo paragraphs of the preamble. Why do you think this document was created?Read articles 1-7. Do you think most Canadians enjoy these rights? Name a countrywhere the citizens do not enjoy these rights.

3. The Canadian Charter of Rights and Freedoms. Read the list of FundamentalFreedoms (a-d). Which freedom is most important to you? Why? Read the B.C.Human Rights Code (pp. 5-8) List seven kinds of discrimination not allowed in B.C.

4. Lest We Forget (p. 10-11). Why would some slaves prefer death to the auction?What would you have preferred? Why?

5. Smoke and Ashes: the Story of the Holocaust (p. 156). Why was the Holocaustunique? What did the American philosopher George Santayana say? (p. 180)

6. Vancouver’s Many Faces. Read the last paragraph on p. 36. How did the federalgovernment attempt to limit Chinese immigrants? Read p. 39. The Exclusion Actprohibited all Chinese immigration to Canada with a few exceptions. Between 1923and 1947, how many Chinese immigrants were allowed in the country?

7. Chronicles of Canada. In May, 1920, the federal law requiring immigrants to travelto Canada by a contiguous journey from their country of origin was renewed. Thiswas a racist law designed to prevent people from a certain country from settling inCanada. This law was challenged on May 23, 1914 when the ship the Komagata Maruarrived at the Port of Vancouver. Look up the entry under the date of July 23. Fromwhich country did most of those on board come? What happened on this date?


8. Vancouver’s Many Faces (p. 23). In 1910 another thinly veiled racist law was passedwhich gave government officials wide leeway to effectively prohibit entry to anynationality or race “deemed unsuitable ... because of their probable inability tobecome readily assimilated.” In 1962 the laws were changed and the numbers forpeople of this background reflect that. What culture is referred to? How manyemigrated between 1946 and 1950? How many between 1961 and 1965?

9. Volume 5 of the Canadian Junior Encyclopedia (p. 219). Why was the War MeasureAct created? Describe the powers of government under the War Measures Act.

10. Canadians at War: 1939-1945 (pp. 32-33). During World War II, under the WarMeasures Act, 22,000 people of Japanese descent were removed from the B.C. Coastas they were considered a threat to wartime security. People of Italian descent werenot sent to detention camps although Italy was also an enemy of Canada at thattime. Where were the Japanese from the Lower Mainland housed as they waited tobe shipped to the Interior of the province? What happened to the personal propertyof the Japanese who were evacuated?

11. The B.C. Encyclopedia (p. 366). Why is September 22, 1988 an important date forJapanese Canadians?

12. Indian Treaty Relationships (p. 66-67). One of the most shameful and leastsuccessful attempts to assimilate the native people into “civilized” Christian societywas the creation of Residential schools. By law, Indian children had to attend theseschools. What was the federal government’s overall goal with the creation of theseschools? How did the native people rebel against the government’s removing theirchildren to attend the government boarding schools? Why would the governmentwant to ban Sun Dances, sweat lodges, potlatch ceremonies and pow wows?

Lesson Two• Discuss the definition of Right (the power or privilege to which one is entitled) and

Human Rights (the right of all human beings to fair treatment and justice and tobasic needs such as food, shelter and education.)

• Provide copies of the Universal Declaration of Human Rights (www.un.org/Overview/rights.html) and the Canadian Charter of Rights and Freedoms(http://insight.dcss.mcmaster.ca/org/efc/pages/law/charter/charter.text.html).

• Ask students to peruse them and then discuss them. Use the contents of thesedocuments to discuss what students discovered at the stations. Which rights wereviolated in each case?

• Then, brainstorm with students a list of possible topics, such as the following, whichcould eventually become their essay on Human Rights:

• Age restrictions for the young and old (such as mandatory retirement)• Compensation to the Japanese-Canadians for World War II internment• Compensation to the Natives for residential schools• Compensation to the Chinese for the head tax policies• Sikhs wear turbans instead of motorcycle helmets or RCMP uniform hats• Public funding of private schools• Abolition of the War Measures Act• Sterilization of mentally handicapped people• Language and sign laws in Quebec• Censorship of school library books• Refusal of blood transfusions or other medical treatment• Dress code in schools


• Neo-Nazis and freedom of assembly• Immigration screening processes, refugee status, illegal aliens• Freedom of speech in the classroom• Seat belts - mandatory or optional• Laws on the street and in sports - equal or different• Skateboarders, street hockey - player vs. citizen rights• Underage abortion - individual vs. parental rights• Prayer in public school• School-based sex education vs. home-based sex education• Individual land owner rights vs. expropriation• Covenants in land purchase vs. individual rights• Rights of the handicapped and legal rights of the less able• Drug or police screening as a stipulation of employment• Same sex marriage• Right to hold clubs in school• No children policy in apartments• No glasses as a requirement for employment• Marital status as a requirement for employment• Mental health or criminal record - working in daycare• Smoker’s rights in public places• Store owners must provide wheelchair access at their own expense• Licensing of doctors (dependent on location of practice)• Smoker’s rights in prisons and homes for the aged• Limiting adoption of children from different cultures/races• Sports (male/female issues)• Second hand smoke

Use the following steps to narrow the topic to a thesis statement for the essay.1. Choose a general topic that interests you.2. Narrow the topic to a more specific topic.3. Ask a specific question about that topic.4. Formulate a very specific answer. This answer is the first draft of your thesis

statement.

Lessons Three and FourBook a computer lab that has access to the EBSCO database, which is like a room full ofmagazines. Tell students the goal is to write an essay which will look at both sides of anarguable topic and draw a logical conclusion. The process they will follow in theresearch is this:1. Research EBSCO database to find facts2. Take notes and keep a record of sources3. Evaluate facts4. Write the essay

Why use EBSCO?• These magazines are professionally researched and written• Timely - more recent information than books and “deeper” than TV• Written for lay readers (easy, interesting writing)• Have reputation for objectivity (but watch for bias anyway)


Doing the research• To access database, type in http://www.epnet.com/login.login.html• You must have a user ID and a password• Type in key words• If you find worthwhile information, take notes on a note sheet (main ideas only, no

sentences, paraphrase in your own words OR use the writer’s exact words butcontain them in quotation marks)

• Remember - every single fact collected is someone else’s idea or statement.Therefore, every single fact must credit your source. Use the search diary sheet totrack where you have been.

Note Sheet

Reasons /Support FOR your position Arguments/Facts AGAINST position

Search Diary Sheet

Topic I am searching:Magazine Sources:• title• author• magazine title• date• pages• title of database• online article number

(repeat above for every source used)

Other SourcesUse the chart below for non-magazine sources. In the Format column, write one ofbook, encyclopedia article, magazine article, CD-ROM, www, video or interview.The kind of bibliographic data required depends on the form. It could be author, title,publisher, copyright date, place of publication, pages, www address, etc. (Refer to theWorks Cited sheets in the Research and Plagiarism section of this resource for moreinformation.)

Date Format Bibliographic Data


Lesson FiveStudents will first clarify their thesis statements using the Thesis Statement Editing Sheetand will then learn the basic five paragraph essay through use of the Essay Idea Sheet.The goal is to write an effective research paper that effectively discusses a questionrelevant to human rights in Canada in the 20th Century.

Thesis Statement Editing Sheet• Definition: a thesis statement is a sentence or two that contains the focus of your

essay and tells the reader what the essay is going to be about.• General topic assigned by teacher: Write an essay on the topic of human rights in

Canada in the 20th Century.• More specific topic: Narrow your chosen subject to a more specific and manageable

topic. What have you been researching about over the last two days? Write it here.• My specific question about the more specific topic. Write it here.• My answer to the question. (This answer becomes the thesis statement for your

essay.) Write the first draft of this thesis statement here.This thesis statement should remain flexible until the paper is actually finished as thewording might change somewhat.

Thesis statement checklist:My thesis statement• appears near the beginning of my paper• is well-written and avoids phrases such as “The purpose of this paper is ...” and “In

this paper, I will attempt to ...)• takes up a subject about which reasonable people could disagree and may even be

controversial• takes some sort of stand on the subject• deals with a subject that can adequately be discussed in a short essay• expresses one main idea that is well supported and argued• asserts my conclusions about a subject

Essay Idea SheetTake and sort your notes and ideas for your argument and write them on this sheet inpoint form. Once this is done, re-organize them into the actual outline for your fiveparagraph essay.

Introduction• Draw your reader into your argument. Build common ground. Clarify why the

issue is important• opening sentence is:• thesis statement is:

State Your CaseList 3-4 good reasons for believing your thesis. These reasons will serve as thetopic sentence for each paragraph in the body of your essay.

Opposing ArgumentsState and disprove opposing arguments. Offer counter arguments.


Support Your CaseGive examples and details. Offer explanations. Make comparisons.

ConclusionEcho thesis. End strongly. Review main points or refer to something in yourintroduction, or make a plea for action.

Lesson SixTelling students about plagiarism is important. You plagiarize when you use someoneelse’s ideas or phrasing, either on purpose or through carelessness, and claim it to beyour own. It is a serious offense, a kind of intellectual theft.Someone else’s ideas include• ideas, opinions or theories• facts, statistics, graphs, drawings, - any piece of information that is not common

knowledge (such as Victoria is the capital of B.C.)• quotations of another person’s actual spoken or written words• paraphrases of another person’s spoken or written words

“Someone else” can be• a professional source, such as a published writer in a book, magazine, encyclopedia,

journal or internet site• another student at your school or anywhere else• a paper-writing service (online and otherwise) which offers to sell or provide

written papers

How to Avoid Plagiarism• it is easy to do so - when in doubt, cite, cite, cite, and give credit where credit is due

(both in the essay and in the works cited page)• teachers - use the handout and other information in the Research and Plagiarism

section of this resource for more information and examples on avoiding plagiarism


Standards of Living Research Project

Select FOUR countries:• one from the Third World• one from the developing region of the world• one from a developed region, and• a fourth of your choice

Using a variety of sources, compile data to show the various stages of economic, socialand technological development (GDP, trade balances, types of industry, naturalresources, consumption, expenditures on education, literacy rate, birth rate, etc.). Muchof this information is available in the classroom atlases, on the internet and in variousreference books in the library.

Your report must include• A world map - coloured, showing your countries and indicating with a legend the

relative development of each country• A chart compiling your statistics (8 - 10) and citing your sources• Three graphs illustrating a comparison of:

a. one “theme” (i.e. literacy, life expectancy) in all four countriesb. population growth in your under-developed or developing nation

with that of your developed nation, andc. one other “theme” of your choice (climate, environment, etc.).

• Two country maps: one of your chosen developed nation, the other of a developing orunder-developed nation. These maps should illustrate and compare each country’sgeographical features, natural resources, climate, population density, etc. Include asmuch information as possible!

• A typed report (500 words) including a cover page, introduction, conclusion andbibliography

Your report needs to be neatly presented in a logical sequence. You must makereference in your report to your statistics, graphs and maps -- they are not simply add-ons!

Textbook Links• Canadian Issues (Oxford) pp. 358-385• A Nation Unfolding (McGraw Hill Ryerson) pp. 290-293, 300, 306-310



Assessment IdeasYou will be evaluated on your ability to:a. include information from a variety of sourcesb. demonstrate analytical skills, including the interpretation of graphs and

topographical mapsc. suggest reasons for increases or decreases in growth for each countryd. identify possible causes of economic growth e.g. availability of resources,

technological innovation, literacy)e. suggest reasons for trends among the selected countries, andf. make predications on future economic growth for each country, with supporting

rationale

Or, use the following criteria for assessment. *Rubrics are available in the Assessmentsection in this resource.• understanding of subject*• quality of ideas*• presentation of material*• use of language*• research skills• mapping skills

Modifications/AdaptationsGifted/Enrichment• gifted students may want to extend this assignment by extrapolating ways

individuals or groups of young people can contribute to improved life for people inThird World or developing countries

Learning Assistance• provide a graphic organizer for essay planning• adapt the length of the report (reduce requirements)• provide key visual of the chart

ESL• explain how to read data in atlases and how to interpret information• give examples

IRP LinksSkills and Processes I• gather relevant information from appropriate resources

Social Issues I• identify major Canadian social policies and programs and their impact on Canadian

society


Economic Issues• describe the stages of economic activity, including the acquisition of resources,

production and distribution, the exchange of goods and services, and consumption• demonstrate awareness of disparities in the distribution of wealth in Canada and the

world• assess implications of industrial and technological development for societies and

cultures


Changing Spheres of Influence in the 20th Century

This is a major graphic assignment. You will be given four blank maps of the world.You will need to provide your own large poster board. (Do NOT ask the artdepartment.) Ask your teacher to make arrangements to obtain paper if that becomesnecessary.

You will need to pick four periods during the 20th century that illustrate a shift in thespheres of influence. Consider, especially, the movement of particular countries fromone sphere to another and think of various forms of influence (imperialism, military,political, religious, economic, and cultural). Your objective is to graphically show howthe spheres of influence throughout the world have changed throughout this century.

Each map should be neatly labeled (black, fine point) and coloured, with appropriatelegends. Do not colour in bodies of water. Neutral areas should be coloured a neutralcolour (i.e. gray, beige). Each map should also indicated the time period and have atitle.

Each map should be accompanied by a brief explanation (one paragraph) justifyingyour choice and providing any necessary details about particular countries.

This assignment will require research, critical thinking, analysis and good presentationskills. Do not hesitate to see your teacher for further details or to see the librarian forhistorical atlases available in the school library.

Textbook Links• Canadian Issues (Oxford) pp. 18-19, 40-45, 116-117, 186-188, 258-259, 324-323, 358-361• A Nation Unfolding (McGraw Hill Ryerson) pp. 134-136, 337-359, 394-415


Assessment Ideas* See the Assessment section for rubrics.• mapping skills• research skills• critical thinking*• understanding of subject*• quality of ideas*• visual presentation*


Modifications/AdaptationsGifted/Enrichment• this is an excellent assignment for these students

Learning Assistance• provide definitions where necessary• provide samples of maps• narrow choice of countries

ESL• this is a good activity for these students• you might need to adapt as for learning assistance students above

IRP LinksSkills and Processes II• demonstrate appropriate research skills, including the ability to ... (see the grade 11





National Spending Priorities

A. Choose Priorities• Work with one partner or in a group of three students.• In very poor, “third-world” nations, governments must constantly look for ways to

alleviate poverty. They must spend money on many things, such as:

∗ Birth-control education∗ Food: free or inexpensive for the poor∗ Housing: free or low-cost for the poor∗ National defense∗ Providing jobs for everyone∗ Medical care: free or low cost for poor∗ Primary education∗ Secondary education∗ Re-education about outdated or

harmful traditions

∗ Colleges and universities∗ Technical education∗ Health education∗ Child-care centers for working

parents/parenting skills education∗ Redistribution of land∗ Intensive literacy campaign∗ Building heavy industry

Discuss how to arrange this list in order of priorities. Where should the governmentconcentrate its spending to improve the country? All items are important, but whichshould come first, second, and so on? Argue out your differences. Write out and beready to defend to the class your ordering of the list. Listen to what other groups didwith the list. If you can think of other items to add to the list, do so.

B. Research and CompareOnce this step has been accomplished, ask students to research a 3rd world nation andsee how that country sets its priorities. Compare this to Canada.

Textbook Links• Canadian Issues (Oxford) pp. 358-385• A Nation Unfolding (McGraw Hill Ryerson) pp. 294, 300, 307-310• Counterpoints (Prentice Hall) pp. 314-414


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• understanding of subject• quality of ideas• oral presentation


Modifications/AdaptationsGifted/Enrichment• let the students choose their partner• aspiring politicians may want to set up a debate

Learning Assistance• clarify what the priorities mean• direct students to where appropriate research can be found

ESL• good for ESL as they have background knowledge for this assignment

IRP LinksSocial Issues II• recognize the importance of both individual and collective action in responsible

global citizenship• identify and assess social issues facing Canadians

Economic Issues• demonstrate awareness of disparities in the distribution of wealth in Canada and the


cultures


urbanization and standard of living


Canadian Identity, Culture and Immigration

Choose one of the following topics for this oral presentation assignment.

Presentations must include an introduction and conclusion and care should be taken toinvolve your audience by encouraging their participation. You do not need tomemorize your work, but you also shouldn’t read from a prepared text. These areinformal presentations and you may refer to your notes while speaking.

At the end of the presentation, please provide your conclusion and a brief description ofyour visual/auditory aid.

A. Show and TellPrepare a 5 minute oral presentation using an item that “introduces” the history ofeither your family or your culture. Such an item could be an old photo, a piece ofclothing, a book, a war medal, or a trinket. You must provide all the backgrounddetails - do as much research as necessary amongst your family members and throughthe library.

B. What it means to me to be a CanadianPrepare a 5 minute oral presentation with at least one visual/auditory aid to explainwhat it means to you to be “Canadian” - possible aids might be music, a poster, adisplay of items, a video or overhead transparencies. Choose your visual/auditorywisely justifying its contribution to your presentation. Any music or video must notexceed 2 min.

C. The effects and contributions of immigrants to CanadaUsing illustrations, artifacts, statistics and biographies, describe the role played byimmigrants in Canadian society throughout its history. Research might includeinterviews with community or family members.

Textbook Links• Canadian Issues (Oxford) pp. 12, 21, 24-25, 33, 37, 55, 171, 315• Counterpoints (Prentice Hall) pp. 190-212



Assessment IdeasSee the Assessment section for rubrics on the following.• oral presentation• visual presentation• presentation of material• quality of ideas• understanding of subject

Modifications/AdaptationsGifted/Enrichment• show the importance of immigrants to our development as a global economic

power• see Gwyn Dyer’s argument regarding the positive force immigrants are to Canada• discuss how much richer our nation is artistically because of its cultural depth and

breadth

Learning Assistance• be sensitive to student unwillingness to focus on family; redirect to looking at

culture

ESL• good for ESL as they have background knowledge for this assignment



expression, as appropriate to the social sciences

Social Issues I• identify elements that contribute to the regional, cultural and ethnic diversity of

Canadian society• identify major Canadian social policies and programs and their impact on Canadian

society

Social Issues II• devise and defend a personal definition of what it means to be Canadian


Discussion: Canada’s Role in the World Today

First Class1. Students generate a list of world problems and they are listed on overhead. It is not

hard to generate a list of about 30 problems from hunger to greed to over-fishing,etc.

2. In small groups, students examine 5 - 6 different problems and try to find answersto the following questions:

• What is the cause of this problem?• Who is responsible for solving the problem?• How can this problem be solved?• How does this problem present itself in Canada?• Provide one practical solution to a problem that we can accomplish ourselves.3. Share problems / solutions with rest of class (likely the following class).

Second class1. Discuss problems and solutions. (one class!? Lots of discussion....)2. Draw up a list of human rights. (Third class?)3. Draw up a list of corresponding responsibilities.4. Look at the UN Charter of Rights and the Canadian Charter of Rights.5. Re-examine the rights and responsibilities as they relate to these global problems

and draw up a list of practical solutions that the class could take.6. Write out on chart paper the class’s charter of human rights and responsibilities

AND a list of solutions then post in hall.7. Distribute essay topics on Canada’s role in the world.

Choose ONE of the following questions and write a 3 page (750 words) typed essay.Each question will require research so you will need to include a bibliography of yourvaried sources used (consult info sheets in library on how to prepare a bibliography)and you will need to include notations, as necessary, to properly acknowledge yoursources. There will be limited time booked for library use during class.

A. Which of the following is the greatest danger facing the world in the next 50 years:war, poverty, hunger, disease, overpopulation, pollution or climatic change? Whatcontributions can you / can Canada make toward achieving a solution?

B. Imagine that Canada has just received an international award for EnvironmentalExcellence. Does Canada deserve this prestigious award? Defend your answer bydescribing the state of Canada’s environment and our environmental policies.

C. You are the Chair of a committee whose job it is to decide how and where to spend$100 million on foreign aid. Research the areas in greatest need and decide howmuch to send to each area, for what purpose, and how you will ensure funds will beused properly and effectively.

D. Research the economic and legal status of women in Canada today. Considerwomen of all ages, cultural groups and in different regions. Comment on thefollowing statement: “Men and women are equal in Canada.”

E. Gather information on poverty in Canada and research the government’s proposedlong and short term solutions to poverty. Consider various social agencies and theirprograms. Report on the problem of poverty either in the GVRD, other regions of


Canada or in general across Canadian society - what are the problems andsolutions?

F. Do those with wealth have responsibilities to those in need, in Canada and theworld? What are the benefits and costs to Canada of active participation in worldaffairs? Consider the current situations in Kosovo or East Timor in addition to otherexamples, real or hypothetical.

Textbook Links• Canadian Issues (Oxford) pp. 358-385• A Nation Unfolding (McGraw-Hill Ryerson) pp. 20-27, 290-294, 418-421• Counterpoints (Prentice Hall) pp. 314-446


Assessment Ideas* See the Assessment section for rubrics on the following.• group work*• expository writing*• understanding of subject*• quality of ideas*• use of language*• presentation of material*• research skills

Modifications/AdaptationsGifted/Enrichment• contrast the ethical and moral obligation that more privileged or well off human

beings have to the less fortunate (How does this conflict? Or does it?) with issues ofpersonal responsibility to be independent and successful contributing members ofsociety

Learning Assistance• plan an idea diagram for these students• clarify chosen topic with student to ensure understanding• review bibliography form and direct to where research can be found

ESL• have students submit an outline prior to writing the essay itself (to ensure

comprehension of assignment)




Skills and Processes II• demonstrate skills associated with active citizenship, including the ability to



global citizenship



Environment Issues• explain the environmental impact of economic activity, population growth,

urbanization and standard of living


St. Lawrence Seaway Project

Using the Canadian Oxford School Atlas - 6th Edition (1992), complete instructions andquestions dealing with following areas:

Sub topicsa) Agriculture - p.21b) Minerals - p.25c) Manufacturing - p.27d) Population - p.28e) Petroleum Exports/Import Routes - Intraprovincial

Note: see Chart p.198 re: Provincial ExportsAll responses to be introduced and where necessary, explained. Use pen or computer.Do map work in pencil. Map must contain your own legend. Label provinces.

Assignment1. List the five most populated Canadian cities from most to least.2. Which Canadian city has the most active role in the movement of grains? Explain.3. Around which parallel is most of Canada’s population located? Mark on map.4. On Map, with red, outline transportation routes used to export grain.5. Name top 4 countries we export wheat to from our eastern coast.6. Name top 4 countries we export grain to from our western coast.7. What, presumably, is the main activity in Baie Comeau re: grain? Explain.8. Where are most of the processing elevators in Canada located?9. Which ports then, are the most active leaving points for grain exports? Use %.10. What can you assume Montreal’s role is in the wheat business? Explain.11. Name 6 cities with oil refineries. (Include province name with city).12. What Canadian areas provide petroleum/gas to the rest of the country?13. Using black pencil crayon, indicate where we export our petroleum.14. Using orange pencil crayon, indicate import arrival points (and label origins).15. Using gray, shade in areas that produce the most potash.16. Using “au”, symbol for gold, notate areas that produce gold.17. Where are the majority of Canadian coal mines located?18. How much coal do we import? From where do we import this coal?19. Using yellow, shade in most populated areas of Canada. What pattern you see?20. Analyze p.26-27. Prepare your conclusions. Any form acceptable.

Textbook Links• Canadian Issues (Oxford) pp. 198-199• A Nation Unfolding (McGraw Hill Ryerson) pp. 351



Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• reading for information• visual presentation of material

Modifications/AdaptationsGifted/Enrichment• extend this assignment using the suggestions in the Gifted/Enrichment chart in

Additional Adaptations and Modifications in this resource• discuss the significance of items 1-20 (Why do we care about what is discovered for

them? How does the St. Lawrence Seaway contribute to Canada as a whole?)

Learning Assistance• reduce the expectations for quantity of completed work

ESL• provide samples of the finished assignment• provide the evaluation criteria ahead of time



Economic Issues• assess implications of industrial and technological development for societies and

cultures• identify and assess economic issues facing Canadians

Environmental Issues• identify the geographical forces shaping Canada’s position among nations


Granville Island Field Study

This field study is in two parts:

Part one: Granville Island SurveyA walk around Granville Island to observe and answer the following questions:1. Which parts of Granville Island can be classified as - commercial, office, residential,

recreational, educational, industrial land uses? (These may be identified in colour onthe map).

2. What height are the buildings?3. From what materials are the buildings constructed? Why?4. What evidence can you find which reminds us that this was once an industrial area?5. When you walk around, what do you notice about the areas adjacent to Granville

Island?

Part two: Detailed Study of Granville IslandPublic Market1. Count and classify the permanent stalls, then do the same for the temporary stalls.2. Compare the prices of the food stalls with those of your local supermarket.3. Are items like these available in other areas of Vancouver?4. From the Public Market Administration find out rental prices and regulations.5. Count the number of people who enter through the various doors (5 minutes each

door).

Restaurants and Food Outlets1. Locate restaurants and food outlets on the map.2. Make a chart to show hours open, type of food, price range etc.3. Compare #2 with those in your community.4. Survey people in the school to find out which foods they like. Compare this to that

available on Granville Island.

Arts and Crafts1. Locate the arts and crafts outlets on your map.2. Classify the arts and crafts into selling/making and then create sub-classifications.3. What influence do you think the presence of Emily Carr College has on this group?

Maritime Market1. Locate the businesses in the Maritime market area and mark them on the map2. Classify the businesses.3. Why is this area located where it is?

Traffic and Transportation1. What different types of transportation can you find?2. Mark the parking areas on the map - put the number of spaces on the map.3. Count the number of cars; bikes; walkers entering Granville Island (5 minutes)4. Find the schedules for the water transportation.


Miscellaneous1. What other places/retail stores are there outside the public market?2. Is there any industry here? If so what? Why do you think it is here?

Interviews - Who Goes to Granville Island?Design a questionnaire to find out the following information:• destination on Granville Island• purpose of visit• where people live (if they are tourists, which country/province/state)

Note to the Teacher• The information from these assignments can be presented as oral reports, written

reports or on wall charts.• The details can be recorded as maps, graphs, photographs etc.• A photographic study could be completed by providing each group with a

disposable camera.• Class sharing of results/discoveries could be done as an oral presentation, a report,

a group presentation, a series of charts using graphs, maps and/or annotatedphotographs depending on the age and ability of the students.

Follow up Discussion Questions• What have we learned about Granville Island as a public area?• Why is Granville Island successful?• What links to the past are found at Granville Island?• Why has the present land use tried to keep links to the past?• What evidence is there, on Granville Island itself or surrounding it, which would

indicate that the land increased in value?

Textbook Links• Canadian Issues (Oxford) p. 35• Counterpoints (Prentice Hall) Chapter 15


Assessment IdeasSee the Assessment section for rubrics on the following.• group work• visual presentation• expository writing• oral presentation• quality of ideas


• understanding of subject• use of language• presentation of material

Modifications/AdaptationsGifted/Enrichment• compare with New Westminster Quay and/or Lonsdale Quay or markets in other

countries (Pike Place Market in Seattle and Covent Garden in London)

Learning Assistance• this looks good for these students

ESL• good for ESL

IRP LinksEconomic Issues• describe the stages of economic activity including the acquisition of resources,

production and distribution, the exchange of goods and services and consumption• demonstrate awareness of disparities in the distribution of wealth in Canada and the


cultures• identify and assess economic issues facing Canadians


Current Events Assignment

1. Purposes1. Make students familiar with a major resource that will help them prepare for your

Current Events presentation (see the next assignment idea in this resource).2. Remind you of the main parts of a news story - Who, What, When, Where and

Why.

2. Assignment StructureWorking in groups of four choose one of the following areas to research a news story.Each person must have a different area:

a) Africab) Asia Pacificc) Europed) Middle Easte) South Asia

3. Working in the LibraryUsing the internet, go to a major news service site such as:

a) www.bbc.co.uk/worldservice/b) www.newsworld.cbc.ca/c) www.cnn.com/world/d) abcnews.go.com/sections/world/e) [email protected]/news/world/nwl.htm

Click on the geographical area you have chosen and find a story to summarize. Takethe notes necessary to answer the 5 W’s.

4. At HomeOrganize a good copy of your information using the following format. Use the title “What’s News” and make sure you use complete sentences and provide thoroughanswers.A. Topic (headline)1. What? (What specifically occurred? Give the details)2. Where? (Be specific - the country, the city?)3. When? (When specifically did the event take place? Has it been an ongoing event?)4. Who? (Be specific - the people, groups, countries involved)5. Why? (Is there a direct cause or reason for your news event? Why did it occur?)

B. ConclusionYour own analysis and impressions of what you have reported. Will this be an on-going story?

5. In Class

1. Read your story to your group. Each person will be asked to summarize his or herstory and its importance to the class.

2. Hand in your news story for marking.




Assessment Ideas* See the Assessment section for rubrics.• research skills• group work*• presentation of material*• quality of ideas*• understanding of subject*

Modifications/AdaptationsGifted/Enrichment• allow students to present their current event in a different format to encourage

active participation from classmates• partners may interview the main person in the event, for example or ask their

classmates questions such as “What do you think of the choices made?”, etc.

Learning Assistance• be sensitive to the students’ ability to read aloud their written assignment which

may lack clarity and have poor sentence structure (avoid exposing them toembarrassment in front of their peers)

ESL• allow cue cards during the presentation• allow partners


problem, and develop hypotheses and supporting arguments• gather relevant information from appropriate resources

Skills and Processes II• demonstrate appropriate research skills including the ability to ... (See the grade 11



Current Events Bulletin Board and Journal

A. IntroductionThis assignment will be done weekly by 2 groups of 2 students. Each group is to choosea different news story and select 3 or 4 articles about it for presentation to the class. Keypoints in the articles are to be highlighted. A short written summary is to be postedwith each set of articles - key points should be highlighted here, too.

B. The Week’s WorkOn Monday you are to put up the information display on the bulletin board. (This mayinclude newspaper clippings, cartoons, pictures, posters, charts, etc.)

On Tuesday you will lead a brief discussion of the topic posted, explaining why youchose it, how it is significant and what happened. Invite questions or comments fromyour classmates.

C. Class ResponsibilitiesEach member of the class is to keep a journal or diary of the Current Events storiescovered and the information covered by the presentations and questions discussed.These are to be well organized and neatly done. They will be collected for markingbefore the end of each reporting period. Information from the Current Eventspresentations will be on the regular tests.

My presentation week is:

My topic category is:

Topic categories include social issues, Canadian political issues, international politicalissues, youth issues, local issues, environmental issues and lifestyle/health issues.


Current Events Sign up SheetPresentation Date (Second Semester Example)

Week of: Group Members Topic Category

February 22 1. a. b. 1.

2. a. b. 2.

March 1 1. a. b. 1.

2. a. b. 2.

March 8 1. a. b. 1.

2. a. b. 2.

March 29 1. a. b. 1.

2. a. b. 2.

April 12 1. a. b. 1.

2. a. b. 2.

April 19 1. a. b. 1.

2. a. b. 2.

April 26 1. a. b. 1.

2. a. b. 2.

May 3 1. a. b. 1.

2. a. b. 2.

May 10(only bypermission)

1. a.

2. a.

b.

b.

1.

2.

Textbook Links• no direct textual links



Assessment IdeasSee the Assessment section for rubrics on the following.• group work• quality of ideas• visual presentation• oral presentation• understanding of subject• presentation of material

Modifications/AdaptationsGifted/Enrichment• encourage the use of higher level thinking skills and critical analysis

Learning Assistance• pair with a strong student

ESL• allow cue cards for the presentation/discussion• allow partners

IRP LinksSkills and Processes I• gather relevant information from appropriate sources• assess the reliability, currency and objectivity of evidence• assess the influence of mass media on public opinion


(potentially)


Only the News That Fits

Show students the NFB film (30 minutes) called Only the News That Fits. Use thefollowing to facilitate discussion about the video after students have seen it.1. What were some of the forces that shaped the reporting of the events in Nicaragua?2. On what aspects of the story did the reporters focus? Why?3. What did the reporters ignore or leave out of their news stories? Why?4. Based on this video, what are some of the obstacles that prevent reporters from

"telling the whole story" sometimes?5. Based on your responses to the above questions, what are some ways that viewers

might be mislead if they were sitting at home watching this news story?6. What recent news stories can you think of which may have been subject to the same

problems as this Nicaragua story?

Textbook Links• Canadian Issues (Oxford) pp. 4, 82, 104, 284• A Nation Unfolding (McGraw Hill Ryerson) pp. 128, 364, 365, 367• Counterpoints (Prentice Hall) pp. 264-266


Assessment IdeasSee the Assessment section for rubrics on the following.• presentation of ideas• quality of ideas• understanding of subject• speaking and listening in a small group discussion

Modifications/AdaptationsGifted/Enrichment• discuss: What might be an advantage of newsprint journalism over video/TV for

the reader/viewer?

Learning Assistance• students may not actively participate in the discussion• provide a graphic organizer for answering questions or assign a limited number of

questions to answer (groups of four students; each is responsible for two questions)


ESL• students may be hesitant about speaking in the discussion• this is a difficult assignment for ESL students as they can’t absorb the information

quickly enough; show the video twice or limit the questions they need to answer orpre-teach basic terms and concepts that will be covered by the video

IRP LinksSkills and Processes I• assess the influence of mass media on public opinion


Why Social Studies?

Ask students to examine the IRP outcomes for Social Studies 11. (Use the IRP-on-a-pagefor grade 11 that is provided in the Planning and the IRP section of this resource.) Insmall groups, they need to discuss the value of Social Studies. How well do the SocialStudies 11 IRP learning outcomes contribute to the overarching goal of the K-11 SocialStudies program, which is to “develop thoughtful, responsible, active citizens who areable to consider multiple perspectives and to make reasoned judgments”? Ask thestudents to discuss this. Then, they should fill out the following chart after furtherexamination of the Social Studies 11 IRP outcomes.

IRP Organizer Value in Daily Life Value in CareerSkills and Processes I and IISocial Issues I and IICultural IssuesPolitical Issues I and IILegal IssuesEconomic IssuesEnvironmental Issues

Textbook Links• not applicable (unless you count the whole book)


Assessment IdeasSee the Assessment section for rubrics on the following.• understanding of subject• quality of ideas• speaking and listening in a small group discussion• group work

Modifications/AdaptationsGifted/Enrichment• this is a good activity for these students as long as they are encouraged to be as

open-ended and divergent in their thinking as possible• allow these students to work together for this activity


Learning Assistance• these students might have to be prompted by the teacher with concrete examples of

the kinds of situations and circumstances that depend on Social Studies for successfulnavigation

• the graphic organizer is helpful for these students

ESL• allow these students to come up with examples from their home country• these students don’t have the Canadian content background information they need

to do a thorough job of this assignment and will need to work with peers

IRP LinksSkills and Processes II• demonstrate awareness of the value of social studies education in their daily lives

and careers


Fifty Nifty Ideas from the Multiple Intelligences

The following charts display how the nine intelligences from Howard Gardner’smultiple intelligence theory can be adapted to a typical Social Studies classroom. Thefirst series of charts provides a prompt (left column) with an idea (right column) fromeither grade 9, 10 or 11. The second series of charts provides the prompt (left column)with a blank space (right column) so you can fill in ideas for your own class as you seefit.

Verbal LinguisticUse storytelling to explain the 8 North American physiographic

regions.Conduct a debate on whether Napoleon was a hero or

tyrant.Write a poem, myth, legend, short playor news article about

the Industrial Revolution.

Give a presentation on an artifact and what it reveals.Lead a class discussion on the reasons behind the location of the

colony of New France.Create a talk show radio programabout

why you want to rebel.

Write a newsletter or booklet about the roots of the Canadian legal orpolitical system.

Invent slogans for both sides of the English Civil War.Make an audiotape of Champlain’s 1st impressions of New

France.Conduct an interview with a factory owner on the benefits of life

in the Industrial Revolution.Write a letter to Oliver Cromwell about his ideals and

visions.Use technology to create a timeline.


Logical MathematicalDescribe patterns or symmetry in the 3 Revolutions.Create story and word problems for the Industrial Revolution.Translate 1 of the 5 intolerable acts into a

mathematical formula.Create a timeline of exploration and settlement of North

America.Design and conduct an experiment on mechanization vs. craftsman

production methods.Make a strategy game that designs a fortUse a Venn Diagram to explain Hudson’s Bay Co. vs. Northwest Co.Make up analogies to explain the ideas of the Enlightenment (i.e.

what does Hobbes look like in aschool?)

Categorize ideas about qualities of a leader (positive, negativeand mixed)

Visual SpatialDesign a product for a pioneer to make life easier.Role-play or simulate contact between natives and

Europeans.Create a movement or sequence ofmovements to explain

a journey across the topography ofCanada.

Choreograph a dance of a native legendInvent a board or floor game of the hazards of an ocean crossing.Make task or puzzle cards for early Canadian explorers.Build or construct a recreation of the Battle of Austerlitz.Plan and attend a field trip that will reveal first Nations values and lifestyle.Devise a scavenger hunt to explore the map of Canada.Make a model of Champlain’s first fort.Use hands-on materials to demonstrate how pioneers cooked a meal.


Body KinestheticChart, map, cluster or graph patterns of immigration to Canada.Use the overhead projector to teach confederation cartoons.Create a slide show, videotape orphoto album of

B.C. economic activities.

Design a poster, bulletin board ormural of

Louis Riel’s life.

Use a memory system to learn about the fathers of Confederation.Create artwork that identifies and describes the

physiographic regions of Canada andprocesses that formed these regions.

Develop architectural drawings that depict the BC Parliament buildings.Make advertisements for immigrants to Canada (Chinese,

European, etc.)Colour code the process of immigration development of Canada

from 1815-1914 using a map.Invent a board or card game todemonstrate

the fur trade and its hazards.

Illustrate, draw, paint, sketch, sculpt orconstruct

First Nations-style art.

Musical/RhythmicCreate a musical collage to depict the 1837-1838 rebellions (could use

protest songs).Give a presentation with appropriatemusical accompaniment on

the gold rush.

Write song lyrics for any explorer.Sing a rap song that explains the Metis Bill of Rights (invent one).Explain how the lyrics of a song relateto

railway development (use any song orsomething specific like the Canadianrailroad trilogy by Gordon Lightfoot).

Explain how the music of a song issimilar to

any event from 1815-1914.

Present a short class musical on the Confederation conferences.Use music to enhance the learning of steps to confederation.Collect and present songs by or about the Quebecois or the Ukranians etc.


InterpersonalCreate a culturgram or systems wheelof

the mercantile system.

Conduct a meeting to address the 1837 rebellions.With a partner, use “out loud problemsolving” to

join Canada, B.C, or the U.S.A.

Role-play multiple perspectives on selected historical events.Organize or participate in a group to present historical tableaux around the

fur trade.Intentionally use social skills to learnabout

life as a new immigrant.

Participate in a service project to celebrate multiculturalism.Teach someone else about industry job in B.C.With a small group, collaborativelyplan rules or procedures to accomplish

a debate about B.C. joiningconfederation.

Help resolve a local or global problemby

getting involved in a campaign againstchild labour.

Practice giving and receiving feedbackon

group presentations.

IntrapersonalSelf-assess your work in describing economic cycles such as the

Great Depression.Describe qualities you possess that willhelp you successfully complete

an essay about geographical forcesshaping Canada’s position amongnations.

Create a personal analogy for Canada’s evolution as an independentnation.

Set and pursue a goal to assess the influence of the mass mediaon public opinion.

Describe how you feel about the role of women in the developmentof Canadian society.

Explain your personal philosophyabout

the role of cultural pluralism in shapingCanadian identity.

Describe one of your personal valuesabout

urbanization.

Use self-directed learning to identify elements that contribute to theregional cultural and ethnic diversity ofCanadian society.

Write a journal entry on what it means to be a Canadian.Explain the purpose you perceive instudying

Social Studies.

Conduct a project of your choice on identifying and assessingenvironmental issues facing Canadians.

Receive feedback from another personon your efforts to

communicate effectively in written orspoken language.


NaturalisticGrow, taste and learn to recognizefood from

several different cultures.

Study the influence ofclimate/geography on

cultural development.

Understand how climate andgeography influence

transport technology.

Learn how to use nature responsiblyand appropriately in

industrial technology.

Graph positive and negative influenceson the environment in

B.C.

Understand how natural events andnatural resources (such as extinction)processes have influenced

history and patterns of settlement.

Use orienteering to find your waythrough a wilderness-like environmentin

Coquitlam.

ExistentialistExplain how his or her religion orphilosophy impacts on

the decisions made by a historicalfigure.

Look at the art masterpieces of aparticular time period and explain whatfeelings are evoked by the art such as

WWI painters, the Group of Seven orEmily Carr.

Explain the role of an individual personin “the big picture” of things

such as a historical event or movement.

Contrast the world-view of differentcultures

in Canada.

Illustrate a series of icons, symbols orobjects that demonstrate

what kind of person .... is (anyhistorical or current events figure).

Explain the questions about lifeprompted by a particular event orperson in a larger movement such as

a traumatic event like a world war.

Understand and demonstrate thespiritual aspects of an event like

a military decision, a concept like nativehealing circles or a decision like nativeland claims.


Multiple Intelligences Prompts

Verbal LinguisticUse storytelling to explainConduct a debate onWrite a poem, myth, legend, short playor news article aboutGive a presentation onLead a class discussion onCreate a talk show radio programaboutWrite a newsletter or booklet aboutInvent slogans forMake an audiotape ofConduct an interview withWrite a letter toUse technology to

Logical MathematicalDescribe patterns or symmetry inCreate story and word problems forTranslateCreate a timeline ofDesign and conduct an experiment onMake a strategy game thatUse a Venn Diagram to explainMake up analogies to explainCategorize ideas about

Visual SpatialDesign a product forRole-play or simulateCreate a movement or sequence ofmovements to explainChoreograph a dance ofInvent a board or floor game ofMake task or puzzle cards forBuild or construct aPlan and attend a field trip that willDevise a scavenger hunt toMake a model ofUse hands-on materials to demonstrate


Body KinestheticChart, map, cluster or graphUse the overhead projector to teachCreate a slide show, videotape orphoto album ofDesign a poster, bulletin board ormural ofUse a memory system to learnCreate artwork thatDevelop architectural drawings thatMake advertisements forColour code the process ofInvent a board or card game todemonstrateIllustrate, draw, paint, sketch, sculpt orconstruct

Musical/RhythmicCreate a musical collage to depictGive a presentation with appropriatemusical accompaniment onWrite song lyrics forSing a rap song that explainsExplain how the lyrics of a song relatetoExplain how the music of a song issimilar toPresent a short class musical onUse music to enhance the learning ofCollect and present songs about


InterpersonalCreate a culturgram or systems wheelofConduct a meeting to addressWith a partner, use “out loud problemsolving” toRole-play multiple perspectives on

Organize or participate in a group toIntentionally use social skills to learnaboutParticipate in a service project toTeach someone else aboutWith a small group, collaborativelyplan rules or procedures to accomplishHelp resolve a local or global problembyPractice giving and receiving feedbackon

IntrapersonalSelf-assess your work inDescribe qualities you possess that willhelp you successfully completeCreate a personal analogy forSet and pursue a goal toDescribe how you feel aboutExplain your personal philosophyaboutDescribe one of your personal valuesaboutUse self-directed learning toWrite a journal entry onExplain the purpose you perceive instudyingConduct a project of your choice onReceive feedback from another personon your efforts to


NaturalisticGrow, taste and learn to recognizefood fromStudy the influence ofclimate/geography onUnderstand how climate andgeography influenceLearn how to use nature responsiblyand appropriately inGraph positive and negative influenceson the environment inUnderstand how natural events andnatural resources (such as extinction)processes have influencedUse orienteering to find your waythrough a wilderness-like environmentin

ExistentialistExplain how his or her religion orphilosophy impacts onLook at the art masterpieces of aparticular time period and explain whatfeelings are evoked by the art such asExplain the role of an individual personin “the big picture” of thingsContrast the world-view of differentculturesIllustrate a series of icons, symbols orobjects that demonstrateExplain the questions prompted by aparticular event or person in a largermovement such asUnderstand and demonstrate thespiritual aspects of an event like


ESL Students

Please consider the following when planning lessons for classes that include ESLstudents:

1. Group Work and ESL Students• clearly outlined expectations of group process is important (for example: each

person must contribute)• be sensitive to the composition of groups (hand select for groups to ensure an even

distribution of ESL students)• marking needs to allow for the English proficiency levels (oral, reading, written)

students when it is a group mark• weaker students may feel very pressured• expectations need to be very clear and allow for all the students to feel valued

2. Cultural Awareness• sensitivity to student background/prior experience (for example: refugee student’s

possible post-traumatic stress syndrome which may be triggered by choice ofmaterial or topic)

3. Adaptations• use graphic organizers and key visuals extensively and allow students to present

assignments in those forms where appropriate• create opportunities for the use of first language• check prior knowledge / do not assume prior knowledge• explore cultural diversity• review or pre-teach key terms and technical or vocabulary heavy language• consult with the ESL specialist teacher• use culturally diverse resources where possible

4. Working with Print MaterialsLevel 1 and level 2 students would benefit from working on each reading selection withthe ESL teacher in a small group within the class or during ESL periods prior to dealingwith the same selection in the regular class. Students in Levels 3 and above could workwithin the heterogeneous groups in the class with assistance from classmates and/orclassroom teacher. The following suggestions are for the ESL students in the earlylevels, although later level students will also benefit.• Discuss the background, historical content and people in the reading material• As much as possible tap into the background knowledge of the students (for

example, relate the content to other things they have read with a similar theme, orlist what they already know about the location, time period, people, etc.)

• Pre-teach difficult vocabulary• Read the material aloud and discuss difficult concepts


• Have students paraphrase and tell the content back to you in their own words tocheck comprehension

• Select activities for Pre-Reading, During Reading and After Reading carefully (tryonly those which your students can handle)

• Use graphic organizers wherever possible• Encourage students to write from the graphic organizers in sentence or paragraph

form• Encourage students to act out or draw pictures about certain parts of the reading

material to assist with understanding of the content• Bring in useful resources, pictures and other printed materials or music to illustrate

that period in history• If and when they are able, students could participate in the classroom activities and

join in the heterogeneous groups with some assistance from teachers

5. Supporting ESL Students In Social Studies• Highlight the key vocabulary and either pre-teach or assign to the students in

advance of the lesson or chapter/unit• Pre-teach such strategies as mind-mapping, co-operative learning (using graphic

organizers) as these may be new to ESL students• ESL students may have a difficult time moving from concrete to abstract concepts in

English; provide many concrete examples to enable students to access theirbackground knowledge

• During evaluation, give explicit assessment guides or rubrics; include combinationsof teacher evaluation and student self-evaluation

• Show models of previous students’ work to set standards• Allow extra time and help for ESL students to complete assignments when there is

difficult vocabulary and when complex writing is required• Ask students to repeat instructions or paraphrase directions to ensure

comprehension• Review directions/expectations orally and in writing. Give directions / assignments

on the overhead or on handouts• Diverse backgrounds will enrich discussion• Could be many eye witness examples of conflict

6. Cautions• be sensitive to the history of your students and possible conflicts e.g. Iran/Iraq , the

former Yugoslavian countries etc• sensitive issues-links to prejudice and bias, points of view• e.g. for Japanese and Japanese-Canadian students the history of Japanese

Imperialism and WW II, the situation in Afghanistan

7. Resources• ask the ESL teachers for additional resources, suggestions, or alternate materials

when the prescribed text is too difficult


Learning Centre Students

The following is a summary; for further information about adaptations andmodifications contact your student services colleagues.

1. Adapted Programs• An adapted program retains the learning outcomes of the prescribed curriculum;

adaptations are provided so the student can participate in the program• Students are assessed using the standards for the course/program• Students receive full credit for their work leading to the Dogwood Certificate• Adaptations must be documented in the student’s I.E.P. (individualized educational

program)• Possible adaptations include the following:

◊ preferential seating◊ photocopied notes◊ notes with high-lighted key points◊ prepared summaries◊ alternate text/novels/material◊ assignments rewritten◊ reading material on audio tape◊ extended time on assignments◊ reduced workload (fewer questions

to be completed)◊ complete first question of

assignment so student has anexample

◊ break information into chunks andmonitor comprehension

◊ use of concrete examples◊ present long term assignments

as a series of smaller ones withseparate due dates

◊ observe demonstratedknowledge as an alternative to aformal test

◊ extended time for tests◊ rewriting tests/quizzes◊ preview of material or tests◊ writing tests/quizzes in alternate

setting◊ open-book tests/quizzes◊ tests answered orally◊ tests read to the student

2. Modified Programs• Learning outcomes are substantially different from the prescribed curriculum• Students receive a school-leaving certificate which is not the equivalent of

graduation as it acknowledges attendance to the end of grade 12 only and preventsthe student from pursuing further education until after age 19

• Modifications must be documented in the student’s I.E.P. (individualized educationalprogram)

3. Possibilities for Differentiating InstructionThe following tips might help you accommodate the wide variety of students you willfind in your classroom:


Inability to OrganizeIf the student is unable to organize him or herself and needs extra assistance to initiateand complete a task successfully, consider the following:• Develop specific routines for the student to follow• Provide additional time for copying homework assignments from the board or

overhead and minimize lengthy verbal homework assignments• When teaching, develop a standard outline or visual/graphic outline on the board

or overhead projector• Have another student act as peer helper to take notes or check that homework is

copied correctly• Teach memory strategies (mnemonics)• Give unmistakable cues to identify important information (“This is important!”)• Long-term assignments require periodic checking for the student with

organizational difficulties

Attention Deficit Disorder (ADD)If the student has a short attention span and impulsivity that may or may not beaccompanied by hyperactivity, consider the following:• Ensure the student is attending when directions are given by turning off the light to

attract attention, having the student repeat the instructions to you, breakingcomplex instructions into uncomplicated one or two step tasks and establishingstrong eye contact

• Place the student away from any distracting stimuli such as windows, doors, etc.• Understand the student’s need for physical movement (such as getting out of his or

her seat, chewing on a pencil and doodling)• Put a hand on the student’s arm or shoulder for orally presented materials; this will

help gain and maintain attention• Use concrete and visual materials where possible to assist the student in attending to

the task at hand• Give unmistakable cues to identify and emphasize important information (“This is

important!”)• Require the students to provide periodic status reports for long term projects• Replace long class activities with several short ones where possible

Memory DifficultiesIf the student has difficulty remembering things including problems with short term,long term, sequential, visual, auditory and rote memory, try the following instructionalstrategies:• Present new material in short incremental steps• Provide for overlearning, using intensive drill when necessary• Encourage the student to put vocabulary words, concepts, facts, etc. on flash cards

for continuous review• Make sure that you have the student’s undivided attention• Encourage the use of a multisensory approach (visual-auditory-kinesthetic)


Visual and Visual/Motor DifficultiesIf the student is unable to receive, organize, interpret, retrieve and express informationreceived visually, including fine motor/handwriting problems, consider the followingstrategies for instruction:• Have the student use a tape recorder or word processor for homework• Suggest that the student use an index card or ruler for keeping his place while

reading• Use testing modifications such as getting a scribe or helper to write the answers,

untimed tests, not expecting the student to use a separate answer sheet or column tomark answers, administering the test verbally with oral responses from the student,permitting the student to number, underline or circle correct responses

• Have another student copy his or her notes to share with the student with learningdisabilities

• Seat the student near the front of the classroom• Limit the amount of visual information presented at one time• Be aware that spelling may be phonetic for unfamiliar words• Reinforce all visual directions with verbal cues• Do not embarrass the student by calling on him to read orally• Encourage the student to use oral and written rehearsal for material that needs to be

memorized

Language DisabilityIf the student experiences problems receiving, organizing or expressing ideas, includingdifficulty with word meanings, concept formation and the learning of grammaticalrules, the following instructional techniques might help:• Use linguistically similar words to teach spelling concepts• Explain idioms as they convey meanings not indicated by their wording• When using words with multiple meanings, make sure the student knows which

one he or she is to focus on• Either access prior knowledge or provide prior knowledge before the student gets

an assignment; for example, new concepts could be linked to previously learnedcategorical knowledge or vocabulary could be explained before assigning a chapterto read

• Avoid fill-in tests unless a list of choices is provided as a retrieval of technical terms,words and/or concepts may be difficult

• Give simple, precise directions• Have students repeat directions in his or her own words

Auditory Processing DifficultiesIf the student is unable to receive, interpret, organize or express informationauditorally, try the following instructional strategies:• Avoid multiple verbal directions; students will follow directions more easily if

shown rather than told what to do• Provide visual outlines/graphic organizers and other pictorial aids such as graphs,

maps, diagrams, etc.• Encourage the student with learning disabilities to tape lessons, especially those

which you are reviewing for a test (allowing for repeat listening)


• Avoid giving homework orally as it is better written on the board or overheadprojector for these students

• Ask the student to repeat your question before giving you an answer as we don’tnecessarily all hear the same thing

• Seat the student in front of the room away from windows, doors or other locationsthat may present an auditory distraction

• Accept concrete answers• Give ample time for responses• Do not penalize for spelling• Reinforce all verbal directions with visual cues• Limit the use of oral tests• Encourage the use of a variety of visual learning materials: films, videos, computers,

etc.


Gifted/Enriched Students: Learning Strategies Descriptions for Individualizing InstructionContent Options

Abstractness: The content focuses on abstract concepts, themes, and theories, ideasthat have a wide range of uses rather than simple facts.

Complexity: Complex content focuses on the relationships between abstract concepts.

Extracurricular topics: The content includes ideas and content areas not taught inthe regular curriculum in the student’s grade. This may include the student’s interests.

Lives and living: The content includes biographies, autobiographies, and interviewsof brilliant individuals (past & present) to enable students to learn how exceptionalindividuals have dealt with their own talents, joys, failures, struggles, peers, family, etc.,and can also provide students with opportunities to interact with real, passionate,committed, goal-directed individuals in their community.

Organization: The content is multi-disciplinary and integrated, organized in large,meaningful wholes around a theme or generalization rather than small, sequential bits.

Real l i fe topics: The content addresses problems or provocative questions suggestedby or of interest to the student. Students may need help focusing, analyzing and/ordefining their questions.

Self-selected content: The content is chosen by the student. Some will need helpchoosing and reducing their interests to topics that are manageable.

Process Options

Complex thinking: Learning processes used stress the use, rather than acquisition ofinformation. Students apply new, complex ways of thinking to new situations, use it todevelop new knowledge, products, or ideas, and evaluate its appropriateness.

Expert methods of inquiry: Students learn by using professional methods oflocating and managing resources, problem solving, production techniques,communication techniques, etc.

Individual pursuits: Learning alone (with support available) after a plan andevaluation scheme are developed.

Inquiry-based: Learning by discovering patterns, ideas, and underlying principles inreal-life events.

Open-ended: Learning activities include more open than closed questions andactivities. These have no predetermined right answer. They are provocative, stimulatingstudents to think broadly.

Pacing: Students learn at their own pace. Examples include pretesting, “compacting”,or “telescoping” curriculum, or acceleration within subject areas.

Reflective: Students are asked to explain their conclusions and the reasoning that ledto them. They are encouraged to evaluate both the process and products of others’thinking.

Self-selected process: Students should be given the freedom to choose the waysthey will learn whenever possible. Some may need assistance identifying theirpreferences or following through on their choices.

Variety: A range of methods of thinking and feeling while learning.

Product Options

Authentic audiences: Products should be shared with real audiences to the greatestextent possible. This may involve the scientific community, the city council, agovernment agency, art critic, etc. At other times, the real audience may consist ofclassmates or other students in the school.

Feedback and evaluation: Products should be evaluated by a member or membersof the real audience for the product, using real, predetermined procedures and criteria.Students should learn to develop criteria and self-evaluate their products.

Self-selected product: The student determines an appropriate format for the productthat reflects what was learned. Students’ interests, strengths, and prior experiences mayinfluence these choices. Teachers may need to provide assistance in the selection anddevelopment of the product.

Transformations: The product should change the original format of the content. Forexample, survey data can be presented in a table or chart, or written.

Variety: Students should learn about and use different types of production techniquesand media. They should also learn how to select an appropriate format for the audience.


Name: ___________________________________ Selecting Challenging Activities for the Gifted/Enriched

DIFFERENTIATION STRATEGIES

Do you act or feel like any of the BEHAVIORS described in this chartwhen you are learning something challenging about a topic you love? Puta check mark (3) in the “True” column to the left of each BEHAVIORthat is true of you while you’re learning something fascinating. Whenyou’ve finished, highlight the row of “Xs” to the right of each behaviorthat you’ve checked. Then, count the number of X’s down each columnthat are highlighted. Record the total at the base of each column in therow marked “Number of X’s highlighted”. Compare the “Number of X’shighlighted” to the “Total number of X’s in the column”. Put an X beneaththe STRATEGIES with the greatest proportion of the X’s highlighted. TheGuide thinks activities like these will challenge you in ways you’ll likewhen you are learning about your favorite topic. The definitions for thestrategies are on the back of this page. Do you agree?

Things you LOVE to learn about:

True BEHAVIORSI get totally silly about these things. My sense of humor goes wild. x x xI have a wild imagination. I say things, do things, think things,feel things in ways other kids don’t. x x x x x xI need to find answers to my own questions more than the teacher’squestions. I want to test my ideas to see what might work and why. x x x x x x x x xI know lots more about this than any other kid my age. x x x x x x xI’m very sensitive. My feelings about these kinds of activities andthe people I do them with are very strong. x xI can explain my ideas very clearly. My explanations might be inwords and numbers, but they might also be in actions or symbols ormusic or movement.

x x x

I love thinking about these kinds of things. I like to come up withlots of ideas and then predict the consequences before trying to dothem.

x x x x x x x

I love to solve hard, messy problems by inventing and checkinglots of different solutions. I live for the challenge! x x x x x x xI see connections between ideas that other kids don’t. I can’texplain how I know -- I just know! x x x x xI love learning the tough stuff. Its much easier for me to learn itthan for other kids my age. x x x x xI absolutely love this stuff even if other kids think its weird. x x x x x xI need to believe in an idea before doing anything about it. If it isn’tfair to everyone or if it just feels wrong, I won’t do it. x x x x x x x xI want MORE! Once I start I can’t shut my mind off. I can’t quiteven when I run out of time in class. x x x x x x xNumber of Xs highlighted in each columnTotal number of Xs in column 7 7 8 5 5 8 8 5 7 6 9Mark the 3 or 4 strategies with the greatest proportion of Xshighlighted


This is a list of things you might make to show what you’ve learned. Circle the option that might work for your assignment.

advertisement flag questionnaireamusement park ride floor planarticle for magazine flow chart recipe

reportbanner game research reportbook group presentationbook cover samplebrochure invention scrapbook

sculpturecampaign joke secret codecartoon journal sermonchapter simulationchart lesson skitchecklist letter songcollection speechcomic strip magazine storycommercial map summarycomputer graphic maskcomputer program model tape-recording

mural telegramdance timelinedebate news report traveloguedemonstration newspaper article TV showdiagramdiary oral report YOUR CORNER:dictionarydisplay painting Are there any other waysdrawing panel discussion you’d like to show what you know?

pantomimeeditorial party or celebrationencyclopedia photo album This list is adapted from the “Possibilities foressay plan Learning” survey in Dr. Lannie Kanevsky’sexperiment play Toolkit for Curriculum Differentiation

poem Selections are from the author’s collection andfabric poster lists provided by Draze (1986) and Maker andfact file puppet show Nielson (1996). Thank you to Dr. Kanevsky for re-film or filmstrip puzzle print permission.

Secondary Social Studies 9-11 Resource 468 Copyright SD #43

How are gifted students different from their peers?

From “Bright Child, Gifted Learner” by Janice Szabos, Challenge. 1989, issue 34, p.4

Bright Student Gifted Learner

Knows the answers.Is interested.Is attentive.Has good ideas.Works hard.Answers the questions.Top group.Listens with interest.Learns with ease.6-8 repetitions for mastery.Understands ideas.Enjoys peers.Grasps the meaning.Completes assignments.Is receptive.Copies accurately.Enjoys school.Absorbs information.Technician.Good memorizer.Enjoys sequential presentations.Is alert.Is pleased with own learning.

Asks the questions.Is highly curious.Is mentally and physically involved.Has wild, silly ideas.Plays around, yet tests well.Discusses in detail, elaborates.Beyond the group.Shows strong feelings and opinions.Already knows.1-2 repetitions for mastery.Constructs abstractions.Prefers adults.Draws inferences.Initiates projects.Is intense.Creates a new design.Enjoys learning.Manipulates information.Inventor.Good guesser.Thrives on complexity.Is keenly observant.Is highly self-critical.


Strategies for Reading Social Studies Texts

The following pages on reading strategies comes from the district handoutEnhancing Literacy: Teaching Reading Across the Curriculum by Susan Masson andLiz Orme (available at Winslow Centre). These pages are included here becauseSocial Studies teachers are so dependent on textbooks and other print-basedmaterials to convey information. Therefore, it is in their best interest tounderstand how reading works and how they can set up their classrooms toimprove it.

Good readers use a variety of strategies; they both activate prior knowledgeand self-monitor in order to read well. A good reader is also able to choosewhich strategies will best suit the text he or she is reading and the purpose of thereading assignment. A strategic reader:• knows that the reading context, which involves both the purpose for reading

and the text being read, will require particular strategies• recognizes the task, decides the purpose for reading and selects strategies

that match the task requirements• checks comprehension levels throughout the reading (knows whether or not

comprehension is taking place and can self-monitor stalled comprehensionwhen meaning is temporarily blocked)

This has profound implications for the classroom teacher. Teachers need,whether they are choosing fiction or non-fiction material, to select well-writtentexts that are both explicit and have effective structure. Teaching strategies thatactivate prior knowledge are extremely useful ones for teachers to employ;teaching knowledge about text structure and strategies for self-monitoringcomprehension is also very productive. Supporting reading in the classroomreally boils down to teaching students to access a text before their reading,during their reading and after their reading.

The question remains for the non-English Language Arts teacher: Why should Ido all this reading instruction when I am not an English specialist and have somuch of my own curriculum to worry about? Nicholas Burbules said it best inDialogue in Teaching: Theory and Practice “... understanding, or ‘comprehension’involves incorporating new information into existing schemata and/or alteringschemata in light of new information. An important corollary of this model,from the standpoint of learning, is that merely presenting students with newinformation without adequate attention to their current structures ofunderstanding virtually guarantees that the new material will be forgotten(because a student has no clear associations for it) or misunderstood (altered tofit existing preconceptions).” Given this virtual guarantee, it behooves anyteacher of any discipline to structure the lessons that involve reading around thepre, during, after model. This is simply because their students will do better inthe course if the teacher teaches reading in the context of the discipline and willdo less well if the teacher does not teach reading in the context of the discipline.


With any reading activity, it is important to make the reading process overtlyobvious to the reader. Students need to be made aware of their own thinkingprocesses as they read. Teacher monitoring and probing of the students’reading, either in group or individual settings, is therefore useful. Questioningindividuals helps prompt weaker readers; group setting questioning allowsweaker readers to hear how stronger readers process and locate information.Ask readers where they got their ideas, from where in the text did theirinformation come and what in the text prompted their decisions and reactionsabout what they read.

Before Reading ActivitiesThese activities should access and build background knowledge, set a purposefor reader (generate curiosity about the text), and elicit feelings and experiencesaround a specific topic or character.

• Sort and PredictThis is a vocabulary building strategy in which students are given key wordsthat are preselected from a text by the teacher. In groups, studentscategorize the words and predict what the reading will be about. Then theyread and check their predictions in a discussion after the reading.

• Vocabulary AlertThis is another prior knowledge accessing activity. The teacher selects wordshe or she predicts the students will have difficulty with and writes them onthe overhead. Students rate the words with a 1, 2 or 3. (1= words I have seenand used many times, 2=words I am somewhat acquainted with, 3=wordsthat I have neither seen nor heard). The teacher ignores the words thatreceived a 1 rating, reviews in class discussion the words that received the 2and directly teaches the 3s.

Lapp, Diane, Flood, J. & Farnan, N. (1989). Content Area Reading and Learning: Instructional Strategies. New Jersey: Prentice Hall.

• Illustration Based PredictionThis is similar to sort and predict, except students are given illustrations fromthe text instead of words. Illustrations can include any type of graphic (chart,graph, diagram, picture) from the textbook. Depending on the quantity andtype of illustration provided, the categorizing step may be skipped.

• KWL charts (I Know, I Wonder, I Learned)Students access their prior knowledge about a topic before they read moreabout it. They list their knowledge in the first column (K) of a three columnchart. Then, they fill in the second column (W) with questions about thetopic. After reading, they fill in the third column (L) and discuss theirfindings.


I Know I Wonder I Learned

Ogle, D. (1986). “KWL: A Teaching Model that Develops Active Reading of Expository Text”.The Reading Teacher. 39: 564-570.

• Concept WebThis is the process of associating experiences with a word commonly used torepresent those experiences. The reading / thinking skills used includecomparing and contrasting, evaluating, inferring, generalizing anddescribing. Teachers present the students with a new concept, which is placedin the center of a web. After recalling as much as they know about theconcept and adding it to the web, students read about it and add still more.Visualization and illustration comes next, followed by oral discussion andsharing.

adapted from:Lapp, Diane, Flood, J. & Farnan, N. (1989). Content Area Reading and Learning: Instructional

Strategies. New Jersey: Prentice Hall.

• Text Feature SurveyStudents work in groups to list all the features of the text that could helpthem read it. They should list the feature and explain how to use it as theyread. Usually noted items include bold or italicized words, chapter andsection headings and subheadings, word or concept definitions in the sidemargins, chapter summaries, glossaries, pronunciation guides, chapterquestions, diagrams and other graphics etc. Students often need some help indeciding how to use the features (beyond simple directions like "read it" or"look at it"). To provide help, teachers could request their students do thefollowing:

1. Make a graphic organizer or note-taking sheet that reflects the heading and subheading structure of the text.

2. Have students turn the headings into questions and then predictthe contents of the section before they read. During reading, theyshould check the accuracy of their prediction and their answer tothe question.

3. Create vocabulary lists of the bold or italicized words.4. Explain how the illustrations, charts, and graphs support the print

information.5. Refer to these other sources of information during class discussion

about the reading content.Teachers could also read aloud and note the text features, thus modelling asthey go.


• Writing Organization SurveyStudents may not be aware of the basic flow of ideas in a piece of non-fictionwriting and need to be trained to look for clues about the organization of thewriting. A quick skim to ascertain the structure of the information flow is alwaysa good idea. Ask students to look for the various transition words that indicatethe organizational format of a piece of writing. You could train them to checkfor the classic essay style (introduction, body, conclusion) as well as the cause andeffect, pro and con, newspaper triangle or question and answer formats that areso often used as organizers in writing.

• DRA (Directed Reading Activity)This is a systematic, teacher-directed way of working through a text. Itfollows 6 steps:

1. Activate student prior knowledge on the topic or provide thecontext of the reading (we were doing this, which now leads to this,etc.).2. Pre-teach vocabulary.3. Instruct reading skills needed to comprehend reading (i.e. cause andeffect, finding the main idea, summarizing, sequencing, interpretinggraphic aids).4. Springboard question: set a purpose for reading by askingquestions that will direct students' thinking prior to reading.5. Read the assignment, keeping in mind the vocabulary andspringboard question.6. Review and follow-up: Answer the springboard question via classdiscussion. Ask students to explain which parts of the readingprovided their answer(s).

Lapp, Diane, Flood, J. & Farnan, N. (1989). Content Area Reading and Learning: InstructionalStrategies. New Jersey: Prentice Hall.

• Think, Pair, ShareAsk students to reflect on what they already know about a topic for twominutes, then share their reflections with a partner or in small groups. Insome cases, it is helpful to give the students some prior knowledge as astarting point before doing this activity. In this scenario, the teacher wouldshare what he or she knows about a topic before asking the students to dothe think-pair-share.

Johnson, D., Johnson, R. & Holubec, E. (1991). Cooperation in the classroom.Edina, Minnesota: Interaction Book Co.


During Reading ActivitiesThese activities should prompt student reaction to ideas and personal responses,highlight the author’s language and word choice for the reader and facilitatecomprehension of the selection.

• Note Taking: Two-Column Notes, Four Column NotesVarious forms of note taking can both help guide student reading andprovide good study material. Over time, students should be encouraged toskim the reading and decide for themselves which form of note taking willbest suit it. Two column notes have main ideas on the left side andsupporting details on the right; four column notes include vocabulary,questions the students have about the content, answers to questions andother details and diagrams. For fiction, two column notes could requiresummary on the left and response on the right; four column notes couldinclude plot summary, response or illustrations (setting, character, keyevents), questions about the story events and character behaviour andanswers to the questions.

Santa, C., Havens, L.T. & Maycumber, E.T. (1996). Creating Independence through StudentOwned Strategies, 2nd Ed. Dubuque, Iowa: Kendall / Hunt Publishing Co.

Main Details Supporting Details

Summary Reader Response Questions Answers

• Selective UnderliningThis is for photocopied handouts, not school textbooks. Model the processfor them first on the overhead as they follow. Underline selectively, choosingphrases instead of whole sentences, noting main points with numbers orasterisks, choosing different colours for main versus supporting details,jotting AHAs (sudden revelations) in margins. Do the process in a "think-aloud" way so students can understand your reading/thinking process beforetrying themselves.

Santa, C., Havens, L.T. & Maycumber, E.T. (1996). Creating Independence through StudentOwned Strategies, 2nd Ed. Dubuque, Iowa: Kendall / Hunt Publishing Co.


• Heading Questions and SQ3RStudents can simply turn each heading into a question or prediction beforereading to find the answer or do a more elaborate form of the same thingwith SQ3R. S= survey the text features, paying special attention to titles andsubtitles, Q= turn the headings into questions, 3R = Read, Recite and Review.

Frender, G. (1990). Learning to learn: Strengthening study skills and brain power.Nashville, Tennessee: Incentive.

• Fact Finder 5 W's and HCreate a chart with the headings Who, What, Why, When, Where, and Howto guide students as they read. Have students fill it in, then share their factfinding results with peers. Require them to cite the words or phrases thatgave them their facts and write the facts in their own words.

• Pause and Think As students read, they should pause and think to check their understanding.

This can be a written or spoken process, but should eventually becomeinternal. Typical pause and think questions include: Does this make sense tome? What do I think about this? Did anything confuse me? What do I thinkwill come next? Do I need help with anything I've read here? What was thisabout in my own words? It is important to provide weaker readers withfewer things to think about during their pause and to not require too manypauses as that breaks up the text too much. Discussion after the reading totalk about the reading strategies pushed by the questions is also important.

Toutant, A. et. al. (1998). Identities 9: Endless Possibilities. Toronto, Canada: Oxford

University Press.

• PMI Chart

Have students gather information on the positive, negative and interestingpoints of an issue while they read about it. After they read, they can sharethe information on their charts in groups and explain their own position onthe topic.

Pluses Minuses Interesting Points

deBono, E. (1982). deBono’s thinking course. Bath, England: Pitman.


• Cause and EffectA fishbone chart is a good graphic organizer for students to summarize causeand effect. Along the fishbones the students write in reasons for the outcome.

Cause Effect

• Sticky Notes As students read a passage of text have them highlight, using post-it notes, three

to five key ideas or points worth remembering. After deciding on the keypoints, have students label each “sticky” with a word or phrase to capture theideas they have selected before working with a partner to discuss and defendtheir choices. At this point, they may wish to revise their selections. Ask thestudents to write a summary paragraph of the important ideas (using onlythe sticky notes). This is also a good study technique to review for tests andquizzes.

adapted from:Santa, C., Havens, L.T. & Maycumber, E.T. (1996). Creating Independence through Student

Owned Strategies, 2nd Ed. Dubuque, Iowa: Kendall / Hunt Publishing Co.

• Visualize Ask students to mentally picture in their heads as they read. If they find this

difficult, tell them to either slow down and concentrate on the individualscene/picture or to actually shut their eyes every few paragraphs to reducedistraction and thus concentrate on their visualization.

• Movie-making

Some students find it easier to visualize if they are asked to make a movie ofthe events in their head. This works best when students are reading fiction.Encourage students to include movement, costumes, voice tones, settingdetails, background music and whatever else helps them to picture what isgoing on in the text.


After Reading ActivitiesThese activities should prompt reflection, help organize information andpromote deeper comprehension. Prior knowledge and new information shouldbe integrated through analysis and synthesis.

• Learning Logs and Response PapersLearning logs and response papers are quite similar. They are a chance forstudents to summarize, in their own words, what they learned from theirreading that day and how they learned it (what strategies did the readeruse?). Learning logs tend to focus more on content while reader responsestends to focus on the personal interactions of the reader with the text.

SAMPLE LEARNING LOG / READER RESPONSE QUESTIONSToday we read / talked / learned about . . .I would describe the reading as . . .My summary of my reading is . . .As I read, I thought about . . .This reminded me of . . .I liked the part about . . .I understood the part about . . . quite well but I'm confused about . . .This is how I'd describe the organization of the reading . . .I wondered . . .I asked . . .I found out . . .I noticed . . .I wish I had asked . . .One question I'm taking away to think about is . . .I knew I understood what I was reading because . . .I sustained my interest and focus in reading this piece by . . .This compares with other reading / learning I have done in that . . .This reading helped my thinking by . . .

adapted from:Routman, R. (1991). Invitations: Changing as Teachers and Learners K-12. Toronto: Canada:

Irwin Publishing.

• Summaries - Short and ShorterStudents select, reject, and paraphrase to arrive at the main points as theyread. Less successful summarizers read quickly and begin writingimmediately. Successful summarizers read slowly, repeat reading (tomonitor accuracy of their selections) and take notes as they go beforewriting. Teacher modelling with think-alouds is a great help to beginningsummarizing. When summarizers get quite skilled, encourage them to writethe more difficult one sentence summaries.




• Sequence of EventsStudents create a flow chart or time line of events in the order they occurred.The events-sequence should include both words and illustrations as studentsnote the details of what they read.



• Venn diagramThis is a good compare and contrast method. Two overlapping shapes aredrawn on a blank page. Similarities are listed where the shapes overlap;differences are listed outside the overlap but inside the shape.

• Target Analysis

Students work in groups with a target drawn on a piece of paper. As thegroup reads, they discuss what content might go in which target area. Thetarget criteria are: centre ring: most important, most powerful, most crucial,most unique, central idea, main idea, first idea; first ring: next mostimportant, next most powerful, etc.; each successive ring shows decreasingimportance. After reading, they come to consensus on their in-processreading decisions. Their discussion should include explanation, elaboration,and justification of their reading decisions with references to the reading tosupport their views. Groups then share their target analyses with the class.

Fogarty, R. (1990). Keep them thinking. Illinois, Skylight.


• Discussion LadderThe teacher asks a question for which he or she expects differing points ofview. Then students read an article or passage that explains the pros and consof the issue to learn more about the topic. Students work with a partner to fillin the two sides of the ladder with points made by the article, alternatingfrom the yes side to the no side of the ladder with text evidence. Groups offour then share their ladders, discuss the issues and try to come to consensuson the topic.

Yes No

• Graphic OrganizersInitially, the organizer should be provided by the teacher. Over time,students should be encouraged to invent or choose their own organizer afterskimming the text for clues as to what type of organizer would be the best touse or create. The act of skimming becomes the before-reading activity;filling in and sharing or writing from the organizer are the during and afterreading activities. It is very important to have the organizer precisely matchthe “shape” or organization of the reading. In order to start the processtowards student independence, teachers could use the overhead orchalkboard for the class graphic organizer rather than handing out copies toeach student, which creates a worksheet fill-in-the-blank approach.

Cycles

Flow Chart


Classification Main Idea + Supporting Details

Venn DiagramBranching Diagram

Timeline

Black, H. and Black, S. (1990). Organizing thinking, book II. Pacific Grove: Critical Thinking Press and Software.


Musical Delivery of Social Studies Content

The following music provides options to the traditional textbook approach toSocial Studies instruction. It still requires reading, however, so an understandingof reading theory is helpful. See the information in the previous section.

The following songs were written by Allen Swetlikoe (Centennial Secondary) asa project that won him the Roy C. Hillroy Award for Excellence in Teaching.They are reproduced here with his permission. The lyrics are preceded by anintroduction that describes the context of the song and any additionalinformation a reader or listener should know about. Often, these words andsong lyrics are helpful for students who require alternative ways of accessinginformation. If the traditional Social Studies textbook doesn’t work for them,they might want to try working with this form of information instead.

Love and Oaths

Introduction

There have been many times in Canada’s history when ethnic groups have hadto leave their homes and move either to other parts of Canada or to areasoutside of Canada. These people had to face many hardships.

The Metis and native Indians, for example, moved westward through Canadafollowing the buffalo and trying to escape the advancing white man.

Two other groups of people within Canada, the Acadians in the 1750`s and theJapanese-Canadians during World War II, (1939-1945), were forced to leave theirhomes during times of war. The Japanese-Canadians were thought by thegovernment of Canada to be a security risk in the coastal areas of B.C. and weredeported to places farther inside B.C. and other parts of Canada. When this lawwas passed the Japanese-Canadians were allowed to take only the possessionsthey could carry, and their homes, land, cars, and fishing boats were sold at verylow prices.

The Acadians were given a choice before their immigration took place. If theyswore allegiance to King George II, they would be allowed to stay in Acadia.The proud Acadians who had lived in that part of Canada about 150 years, muchlonger than any other English colonists in that colony, refused to swear the oath,resulting in their mass deportation to their British colonies. One can understandhow these two groups of people must have felt. Some historians think that thelaws forcing the migration of these people were cruel and unnecessary.

This song, Love and Oaths, takes place in Acadia just before the deportationdecree. It tells of the love between an English soldier and an ˝Acadienne˝. Wesee the problems caused by their different backgrounds, but love wins in theend.


Song Lyrics to Love and Oaths

I. I met my love one windy day, when the sea was chasing time.She stood alone on the rocky shore her hair all aflow.And all around I could hear the soundHer smile seemed to singOf love untold and innocence old and her name was Marie.

Chorus: And she had black hair and brown, brown eyes.And a heart that could talk to the skies.She had black hair and brown, brown eyes,And a love, oh a love, that made me fly.

II. I saw Marie almost every day and our love gently grew.Into a budding rose of time,And winter was summer too.But when one day her father’s faceTold a story oh so cruel.“We Acadians must leave this landOr swear an oath untrue.”

III. What do you do with your English prideI’m a soldier, an oath sworn true,But I have a love, my life it seems,Oh Lord what can I do . . . . . . . . . but follow her.

Chorus: Black hair and brown, brown eyes.And a heart that could talk to the skies.She had black hair and brown, brown eyes,And a love, oh a love, that made me fly. (Repeat)


September 12th, 1759

Introduction

To most Canadians the Battle of the Plains of Abraham is important because theBritish conquered New France. General James Wolfe and the Marquis deMontcalm have always been thought of as the heroes of the battle.

But this famous battle on September 13, 1759 did not represent the total defeat ofthe French. After Quebec City, Montreal still had to be conquered. However,before this was to be, the French actually defeated the English in a rematch atSainte Foy. It was not until the next fall, a year later, that Montreal was finallycaptured by the English.

Various historical books now state that General Wolfe was not quite the herothat he was thought to have been. It is known that the officers under himbecame disgusted with his repeated failures to capture Quebec City. As a result,the officers gave Wolfe a plan that was eventually used to capture Quebec.

The unsung heroes of the capture of Quebec were the sailors of the British navyled by Admiral Saunders. They accomplished the difficult feat of sailing up thedangerous St. Lawrence River. Without the navy, the small British army wouldhave no supplies and also, no military support.

Montcalm has kept his hero image. He planned a clever defense that could onlybe weakened in two possible ways. First, if his own men did not obey him byguarding a secret path leading up to the Plains of Abraham and second, if theBritish navy could capture Montreal and cut off their supplies, Quebec Citywould fall. It also happened that the British soldiers found the secret path thatwas not guarded and stormed on to the Plains of Abraham. The Governor ofNew France, Vaudriel, had earlier cancelled Montcalm`s order for guards in thisarea. One can understand Montcalm`s surprise and anger when in the morninghe saw the British army on the Heights. He stated, ˝I see them where they haveno business to be.˝

The setting of the song is the evening before the battle, September 12, 1759. Thesong attempts to invade the dreams of Montcalm, asking the age-old questionabout war, ˝Why and who is right?˝


Song Lyrics to September 12, 1759

I. The Autumn mist fell from the skyAnd kissed the dying night.Oh, the night.Near the cove Anse Du FoulonThere were men with hearts and guns to killOh, to kill.

II. Upon the hill on the Plains of AbrahamThere slept les CanadiensThroughout the night oh, the nightSieur de Montcalm wake from your dreams,`Cause soon, oh so soon you must flightYou must flight.

III. Ah, don’t you know Monsieur Montcalm,In the morn many will die.But they must fight for their empireAnd their God they idolize.Ah, but you wonder, well you’ve wondered,Why and who is right?Why and who is right?. . . . . . . . . . Why and who is right?

Oooohs. . . . . . . . . . Ahhhs. . . . . . . . . . . .


Peter (The Lordly)

Introduction

The next song is about Peter (The Lordly) Verigin, leader of the Doukhoborsfrom 1886 until his tragic death in 1924. He was a handsome, proud manthought of as sincere and warmhearted to his people.

Peter did not emigrate from Russia to Canada with the other Doukhobors whoarrived between 1898 and 1899. The Czar of Russia had in 1897 placed him in aSiberian prison, mainly because he was a pacifist. It was not until 1902 that hewas released and able to rejoin his people on the Canadian prairies inSaskatchewan.

In Canada, Peter gave good leadership to his people and after some `hungryyears’, the Doukhobors proved to be successful farmers.

Peter’s own personal ideas about life greatly influenced the way his people lived.For example, Peter believed that animals were not to be killed just to satisfy theappetites of man. So when he became a vegetarian most of his people followedhis change of diet. He also insisted on treating farm animals with the samerespect as a man, and one time he whipped a man who had kept his animals indirty quarters. Some of Peter’s other ideas led to serious problems with theCanadian government.

In Russia, Peter’s beliefs had led him to tell people to ignore the military draft ofthe Russian Czar. In Canada, the problems centered on land ownership. TheDoukhobors wanted their farmland to be shared by all of them, but thegovernment insisted that they register their Saskatchewan land individually.They would also required them to swear the oath of allegiance to the King. TheDoukhobors would not agree to this since their religion said they could onlyswear oaths to God. Because of these problems, Peter bought large tracts of landin the Kootenay Valley of B.C. where the Doukhobors, who emigrated in 1905,changed from wheat farmers to fruit farmers and even to sawmill operators.

It is sad that this Doukhobors group leader, a believer in non-violence, died as avictim of violence. On the morning of October 30, 1924, while on his way fromBrilliant to Grand Forks, he was killed in a serious train explosion. All theevidence to this day points to an assassination; however, the mystery of whoarranged or performed the ˝murder˝ is still unsolved.

Historians now generally agree that Peter Verigin was a remarkable man. Theyrecognize the difficult problem he faced keeping the identity of his people in aforeign, industrial society. This song is a tribute to this basically unknownCanadian immigrant.


Song Lyrics to Peter (the Lordly)

I. He walked oh, so proud and tallAround his carriage, his people would crowd in aweHe overcame the chains of the Russian CzarTo lead his people to the fruits of the freedom star.

Chorus: And he was calledPeterThe Lo-r-d-lyPeter the Lo-r-d-ly.

II. He never read the Bible to his people at all,He said “just sing from you heart, Christ will hear you call”And so his people knew he was their hope to lead their dreamsAbove their hardships, were the orchards ever so green?

(Same as chorus #1)

III. And then one day he took an ole train rideOn the windy C.P.R., he never said goodbyeFor unknown beside him there was a bomb to end his lifeAnd to this day his people sing that God even cried---

Chorus: And he was calledPeterThe Lo-r-d-ly (twice)He was a man, a tribute to all historyPeter the Lo-r-d-ly.


The Immigrant

IntroductionThe next song sketches a picture of the hopes and fears of an immigrant arrivingon the Canadian coast by ship. This composition is a tribute to all of ourforefathers who weathered the storms of pioneer life and contributed to ourmulti-cultural mosaic called Canada.

Song Lyrics to The Immigrant

I. You breathe, you taste the landBut the coast, it seems so coldFor the voyage, it’s all overA new life will begin.

II. You left your troubled pastSomewhere on the Russian Plains,But now your fate, ah you question,Will this life be just the same?

III. You don’t turn aroundLook straight ahead,Oh, don’t turn your back nowForget the tears you’ve shedFor this land is richWith a heart of gold,And this land shall loveYour people, young and old.

IV. If only you could seeTomorrow’s history,You shall have your farms,You shall never bear arms.So don’t turn aroundLook straight ahead,Don’t turn your back nowForget the tears that you’ve shed.


Almighty Voice

IntroductionBy the 1880`s the buffalo was almost extinct and game was scarce for the PlainsIndians. Almighty Voice was a young Cree warrior who the police believed hadunlawfully killed a steer for his wedding feast. This was an unlawful act in theNorthwest because the government decided when the cattle should bebutchered and distributed to the Indians. As a result, a Mountie rode to thewedding feast, arrested the young Indian, and took him to jail at Duck Lake.

The young warrior escaped the same night. A guard had frightened him bytelling him that hanging would be his punishment for killing the steer. AlmightyVoice did not know this was a lie, but because death by a hanging was shamefulto him, he escaped from the jail.

One week later, Almighty Voice was sighted by a Sergeant Colebrook and ascout. The Mountie approached the Indian but was soon warned not to moveany closer or he’d be shot. As the Mountie continued to approach and appearedto go for his gun, Almighty Voice shot and killed him.

By committing this crime, Almighty Voice was forced into leading the lonely lifeof an outlaw. The North West Mounted Police, numbering around one thousandin the West, were constantly on the lookout for Almighty Voice. Their searchwas quite unsuccessful, however, and Almighty Voice evaded his pursuers fortwo years. He became a martyr to his people and made the North WestMounted Police look foolish because they couldn’t catch him.

Two years of this lonely life, however, was all he could endure and so AlmightyVoice returned to his tribe. The Mounties went to arrest him but he had decidedto fight to the death supported by two warrior friends. The Indians prepared fortheir stand. The Mounties from the surrounding detachments, plus about twentycitizen volunteers, were unsuccessful in capturing the three men. The Mountieranks were increased, when a large detachment arrived from Regina. The threeIndians, had no food or water, but lasted two more days of siege facing onehundred Mounties equipped with two cannons.

This ˝challenge˝ of European-based authority might have been expected givenhow poor living conditions for the Indians were at this time. For example, thenumber of people in Almighty Voice’s tribe had dwindled from 200 people in1885 to about 100 people in 1895, because of malnutrition and disease. In thissense, the story of Almighty Voice can best be described as a Canadian tragedy.It clearly showed how lack of understanding by the Canadian government led tounnecessary hardship and death.


Song Lyrics to Almighty Voice

I. He was called Almighty Voice,He spoke like the thunder in the sky,He was called Almighty Voice,Was he the Great Spirit’s son in disguise?

Chorus: Oh tell us, why are you running,Like an outlaw renegade?You say you were so hungry,So you killed a steer but then a Mountie too.

II. He was called Almighty Voice,The last of the “warrior stand”He stood near six feet tall,They said in flight like the deer he ran.

Chorus: Oh you know what you must do nowYou miss your wife, your baby too,You know you can’t run forever,So reality must be here soon.

III. And so Almighty VoiceCame back to his people one day,Oh they knew this was the end,The Red Coats would be here soon.

Chorus: Oh you fought so bravely,Far outnumbered you still fought on,Without food or water,You died but your pride had won,Oh you died but your pride had won.

IV. He was called Almighty VoiceHe spoke like thunder in the sky.


Voice to the Past

The following newspaper articles provide options to the traditional textbookapproach to Social Studies instruction. Because they, like a textbook, requirereading, it might be helpful to see previous information on Strategies forReading Social Studies texts. Please note that these articles are written at anupper intermediate reading level (as are most daily newspapers), so they mightalso provide a nice alternative to the textbook for the weaker readers in the class.

All articles were written by Bill Willson (Port Moody) as part of an on-goingnewspaper series he wrote for the Province in the mid-seventies. They arereproduced here with his permission.

An important point to note about these articles is that because they werepublished nearly thirty years ago, they reflect the writing conventions andattitudes of the time. This is especially true of references to the First Nationspeople. For example, the word “Indian” is used instead of “First Nations” or“Aboriginal”; also, the suggestion is made that European explorers were the firstto discover the lakes and rivers of Canada. There are many such examplesthroughout the following articles.

Turn this to good account by creating a history analysis lesson for your students.Have them read these secondary documents, which are all based on primarydocument research, with an eye and ear to bias and attitude. How would thesearticles be handled if written today? What words and phrases might bedifferent? Why is it still useful to read material that might be considered, at firstglance, “dated”? Ask students to keep a chart of the words and phrases theynotice along with their suggestions for revision.

Pierre Radisson: The Man Who Charmed a King

Pierre RadissonPierre Radisson and his partner Medard Chouart (later known as Sieur desGroseilliers) were famous Canadian fur traders and explorers.

Both were from Trois Rivieres, a trading town on the St. Lawrence. Radisson wascaptured by the Iroquois when he was 16. By the time he escaped, he hadlearned the Iroquois language and had become a skilled woodsman and trader.He was also an adventurous, daring young man. These qualities inspired hisbrother-in-law, Groseilliers to team up with him. Groseilliers also knew severalIndian languages, and was a good woodsman and established trader.

In June, 1658, the new partners paddled down the Ottawa River, through thedangerous Iroquois country. They spent the winter in the wigwams of thePottawatamies in Green Bay. In the spring, they paddled the Fox River to theMississippi. Radisson and Groseilliers spent the next winter with the Cree and


Sioux. Finally, after two years of trade and travel, they returned to Quebec with60 canoes full of furs.

Because of the problems with the Iroquois and the English traders, Quebechadn’t had furs for two years. The governor and the people of Quebec could notdo enough for these men who had restored the trade to Canada. They weretreated like royalty.

When the adventurers were ready to set out again, they ran into trouble. Theyneeded a license to trade in the interior. The greedy governor demanded halftheir profits as the price for their license. But these daring men, who had battledIndians and rapids, and spent years in the wilds, would not give in to thegovernor without a fight. They simply left without the license.Their voyage in 1661, took them north of Lake Superior, possibly as far as theHudson Bay. When they returned to Trois Rivieres, they had enough furs tomake them wealthy men. But the angry governor fined them heavily fortrading without a license and seized most of their furs. Poor Groseilliers waseven thrown in jail for deserting his post as captain of the militia.

The two took their tale of injustice to the King of France. When he wouldn’tlisten, they went to the King of England. King Charles II listened intently toRadisson’s wild stories of adventure. He was so impressed he asked PrinceRupert to help them set up a voyage to the Hudson Bay.

Of the two ships outfitted for the journey, only Groseilliers’ ship, the Nonsuch,reached North America. It returned the following summer with ninety thousandpounds worth of furs. The English lost no time in forming a fur tradingcompany. The company was given all the lands around “the rivers, lakes,creeks, bogs, swamps and marshes that drain into the Hudson Bay.” The Englishking had unknowingly given the Hudson’s Bay Company rights to a great partof the land we know as Canada today.

Radisson and Mr. Gooseberry, as the English called him, worked for thecompany for five years. Then they returned to a private fur trade in NewFrance. Here Groseilliers died at the age of 72 in Trois Rivieres

Radisson went back to the Hudson’s Bay Company to work as thesuperintendent of the trade out of Hudson Bay. Eventually he settled down inEngland where he died a poor man at the age of 75.

The pioneering efforts of Radisson and his partner Groseilliers helped to formCanada into the nation she has become. They opened new territories in theinterior of the country and helped to establish the powerful Hudson’s BayCompany.

Among the ‘cannibals’Pierre Radisson could tell stories that would hold the interest of kings and daringadventurers. What was more amazing, the stories were true!


His life of adventure started when he was only a boy. When he arrived inCanada, at Trois Rivieres, he was 15 years old and a man of the world. He hadalready been to England, Italy and Turkey as a cabin boy.

When Pierre was 16 years old he was taken captive by the Iroquois. Thefrightening adventure began when he went duck hunting with two older boys.When they decided to go home early, Pierre thought they were cowards.Instead of heading back with them, he mocked them and kept going furtherfrom the village. When he had finished hunting, he headed for home with agood catch of birds. Suddenly on the trail ahead he saw the scalped bodies of hisfriends. Before he would react, the Iroquois were upon him.

Pierre fired his musket as fast as he could but it did no good. He was thrown tothe ground. Fighting for his life, Pierre punched and scratched at the bodiesabove him. He put up such a good fight that the Iroquois changed their minds.To his surprise, instead of killing him, they stripped him of his clothes.

It was then that Pierre realized his death might be worse than that of his friends.He was probably going to the torture post. He had heard that the Iroquois wereman eaters. (The name of the group that captured him, the Mohawks meant“cannibal”).

On a long voyage, the warriors made Pierre paddle their canoe for them. Tryingto please them, he paddled as hard as he could. One day on the trip they shavedhis head. oiled his face, and daubed it with red powder. The hair that was left onhis head was greased stiff and erect. The further he travelled, the less fearful hebecame. He wondered if they liked him for the brave fight he had given them.But he soon realized that escape was impossible and would have meant certaindeath. After days of travel, the war party came to a huge village. The villageemptied to greet the warriors. Suddenly Pierre realized that the reception wasfor him, not for the warriors. The Iroquois were standing in two long lines with anarrow pathway down the middle. On both sides, men, women and childrenheld clubs, blackberry canes with long thorns, burning sticks and knives. He wasto run the gauntlet.

Pierre calculated the chances of getting through the line, and got ready. Just asthe word was given to run, an old woman threw an arm around Pierre’sshoulders. He had passed a test of courage. Pierre was taken through the gateinto the fort. Here again he had a chilling moment. Several naked but livingprisoners were tied to cross bars. Their bodies were covered with burns andblisters.

After much ceremony in a long house, Pierre realized he might be getting asecond chance to live. The Indians told Pierre he would have to learn theirlanguage and traditions quickly. If he could do this he would be adopted as asubstitute for the old woman’s dead son. If he failed, he would be tortured andburned at the stake.


Pierre became an excellent Iroquois. He was adopted and spent a year and a halfwith them. As an Iroquois brave, he hunted and even went on war parties withhis new brothers.

Although escape meant certain death if he was caught, Pierre did make anattempt to escape. With the help of some Dutch settlers, he got passage toHolland, and eventually came back to Canada on a French ship.

Did you know?• Beaver fur was valued by Indians for clothing, bed robes and moccasins. The

hide was used for leather. The meat, when roasted, was tender and sweet.The tail was considered a delicacy by Indians and white men in the 17thcentury. Various parts of the carcass were used to make medicines. Beforethe white man came, the Indians hunted the beaver with bow and arrow.Later, they used steel traps.

• The beaver has two coats of fur. The outer hairs are long guard hairs. Theinner fur is thick and woolly, with tiny barbs.

• Beaver fur was valuable in Europe at least as far back as the 12th century. Butby the time of Columbus, the European beaver had become almost extinct.

• In the 17th century, a felt hat made from beaver pelts was popular. Thebeaver’s inner fur was combed out and pressed into felt. The tiny barbshelped to hold the material together.

• The Indians traded beaver pelts for various European articles such as kettles,knives, traps, wool clothing and blankets, cooking and sewing instruments.The most valued pelts were ones that the Indians had worn as robes, so thatthe outer guard hairs had already worn off.

• The first fur trading in New France was done in the St. Lawrence region.Many of the early inhabitants did a little trapping as well as tending thefarms. But soon the area was cleared of most of its beaver.

• Young men from the French settlements started to travel inland, staying awinter or two with the Indians and returning with furs. They became knowna coureurs de bois, or “runners of the woods.”

• By the 1670’s between 60 thousand and 80 thousand beaver pelts per yearwere heading to Europe from New France.


The War of 1812: Canada Stands Tall

The War of 1812The years leading up to the War of 1812 were exciting ones in Canada. SimonFraser and David Thompson had carried out their famous explorations. Theyear the war broke out the first two groups of settlers had sailed for their newhomes in the Red River colony.

While Canadians fought to discover new land and push back Canada’s frontiers,Europe was in a turmoil. Napoleon Bonaparte, Emperor of France, hadconquered all of western Europe except Britain.

In order to crush Britain, Napoleon declared that any ships trading with Britainwould be seized by the French. In response. Britain issued a similar order.Suddenly the United Stated was in a difficult position. Her ships were beingcaptured by both Britain and France.

The Americans thought England was being especially unfriendly. She wasstopping American ships on the high seas, searching for contraband and Britishdeserters.

To make matters worse, some Americans thought the British were giving theIndians guns, and turning them against the United States. Some also believedthat Canadians were tired of English rule and would like to join the UnitedStates.

So the United States declared war against Britain. The most logical way to attackBritain was by invading her colony, Canada, right next door.

It was a strange war, which should not have taken place. Canada had not beeninvolved with the problems between Britain and America on the seas. Manypeople in Canada and the United States had friends and relatives across theborder, and openly opposed the war. In the United States, New Englanders flewtheir flags at half mast when war was declared. Even during the war, there wastrading across the borders of the eastern states and provinces, as if no war weretaking place.

The war was fought mainly along the borders of Upper Canada, and on theGreat Lakes. Forts on both sides were taken and retaken. Tiny fleets ofwarships engaged in naval battles on the Great Lakes. Old Fort York (Toronto)was occupied by American troops. They burned down the wooden ParliamentBuildings and looted the Public Library. The British navy, in return, landed inWashington and burned parts of the capital. The president’s mansion was set onfire. It was later repainted with white paint, and from that time became knownas the “White House.”

There were blunders and victories on both sides. However, the Canadians whowere defending their country, seemed to fight with more conviction than did


their neighbors. Indeed, the war seemed to spark some of Canada’s firstnationalistic feelings, as it fought for its life.

To many Canadians, three figures involved in the war are especiallyremembered. The are General Isaac Brock, Tecumseh, a wise and powerfulIndian Chief, and legendary Laura Secord.

Brock was a young English general who was given the tough job of defendingCanada. He was an impressive man, standing over six feet tall, a champion boxerand swimmer. His fair and friendly attitude towards his men inspired them tofollow him. (In those times, ordinary soldiers and seamen were often treatedcruelly by their superiors.) His strong and daring leadership rallied Canada’smen to fight.

Early in the war, General Brock, with Tecumseh’s help, attacked Detroit.Tecumseh drew a map of the area around Detroit for Brock. With the help ofthis map and the skills of Brock’s and Tecumseh’s men, the British were able totake the fort. It was a brilliant victory for the two leaders, as Detroit was a keymilitary position. The victory also encouraged more Indians to join Tecumsehon the side of the British.

On October 13, 1812, the Americans attacked Queenston. Brock rode eight milesthrough a rain storm to lead his men against the attack. As he led the charge, hewas shot and killed. Although their leader was dead, the men fought on tovictory. Through the rest of the war, Brock’s example inspired Canada’sdefenders.

Victory seemed to go first to one side, then to the other. After the defeat ofNapoleon in Europe, the British took the offensive. By this time, both countrieswere tired of the conflict and wanted to quit. The Americans realized thatCanadians were not interested in becoming part of the Republic. The warseemed to be proving nothing.

On December 24. 1814, a peace treaty was signed in Ghent, Belgium. The last warbetween Canada and the United States had ended.

Laura SecordIt was already dark, on the hot humid evening of June 22, 1813. In the stonemansion that was the headquarters of Lieutenant FitzGibbon’s British unit, thelieutenant was interrupted by one of his aides. There was a women to see him.

When she was shown in, FitzGibbon was amazed. What a sorry looking sight!Her face was flushed with the heat; her clothing was torn and dirty; her slipperswere falling off her feet. She appeared near exhaustion.

As quickly as she could, the woman blurted out her story. Her name was LauraSecord. She had come from Queenston, behind the American lines. She hadoverheard an American plan to march on Beaver Dams. So she had come almost20 miles on foot to warn FitzGibbon.


Because of her brave deed that day, Laura Secord’s name is still remembered byCanadians.

At the time of the war, she was a married woman in her thirties, with fivechildren. The previous year, her husband was wounded in the same battle inwhich Brock was killed.

As the war progressed, Queenston was sometimes in British hands andsometimes in American hands. In June of 1813, the Americans were in control.Perhaps some American officers were staying at the Secord home, or demandeda meal there. At any rate, somehow Laura Secord overheard a conversationamong the officers. She discovered that American troops were about to marchon the British at Beaver Dams. Someone would have to warn the British!

But who? Her husband was still suffering from his wounds received the yearbefore. Laura decided that she should go.

At dawn the next morning she slipped in to say goodbye to her daughters.Years later, one of her daughters would remember that Laura was wearing along brown dress, with orange flowers. On her head was a white bonnet.

She decided to go first to St. David’s, a nearby town, to visit a half-brother whowas sick. If she was stopped by American sentries, she would then have areasonable story. Perhaps she even hoped that someone else at St. David’s couldtake her message on to Beaver Dams. But after a short visit, Laura set out oncemore with her niece, Elizabeth Secord.

The day began to get hot. They walked through swamps and along a muddyroad. The mosquitoes started to drone. The slippers they wore began to slip off.Finally, at the next town, Elizabeth could not go any further.

Laura was getting far from home, and was no longer sure of the way. Shewasn’t sure either, if she was in enemy territory. Perhaps she would be takenprisoner by the Americans or their Indian allies. She kept off the roads,travelling in the woods or fields so she would not be seen.

She had now been travelling since early morning, with little to eat or drink. Theweather was hot and uncomfortable, and her feet must have been aching andblistered. She must have been afraid, too, of the enemy and perhaps also of wildanimals. She had now gone almost 20 miles, and darkness was setting in. Butshe was nearing her goal.

Suddenly she found herself approaching an Indian camp. She realized that theIndians must be British allies. and she went forward to the chief. She explainedthat she had news for Lieutenant FitzGibbon. After some hesitation he agreed togo with her to headquarters.


So it was that the news of the American attack reached FitzGibbon. By means ofan ambush and a bit of bluffing, his soldiers and Indian allies were able to defeatthe Americans!

Perhaps the course of the war would have changed without Laura Secord’smessage. Of course, no one knows. But Canadians remember her, in any casefor her bravery and patriotism.

Did you know?During the first part of the war, the British were aided by a number of Indiantribes, led by the great Shawnee chief, Tecumseh.

Tecumseh was an extraordinary man. He was a man of character, and aneloquent speaker. When he spoke, men listened. More importantly, theybelieved what he said.

Early in his life he had spoken out against burning and torturing prisoners andothers had obeyed him. He had been concerned for a long time about themovement of white settlers into lands that the Indians had lived in for centuries.Year by year, treaty by treaty, the Indians were losing their land. The treatieswere being made by only some of the tribes. Tecumseh believed that the landbelonged to all the Indians. How could a few have the right to give it up? Hebecame convinced that the Indians should all join together to fight against whitesettlement.

In 1808, Tecumseh and his brother, a religious leader many called “The Prophet,”set up a community on the Tippecanoe River, in Indiana Territory. From here,Tecumseh traveled to neighboring tribes to persuade them to join together intoa united Indian nation. Many became his followers.

But in 1811, American forces fought the Indians at Tippecanoe, while Tecumsehwas away travelling. The Indian forces lost, and the town was destroyed. Thisalmost ended Tecumseh’s hopes.

But when war broke out between Britain and America, Tecumseh joined theBritish. Perhaps together they could defeat the Americans. Then the Indianscould win back their land.

On October 5, 1813, at the Battle of Maraviantown, Tecumseh was killed. Hisdeath ended Indian support for the war and crushed hopes for a united Indiannation.

Here is how General Brock described this great man: “A more sagacious ormore gallant warrior does not, I believe, exist. He was the admiration of everyone who conversed with him.”


Samuel Hearne: The Man Who Wouldn’t Give Up

Samuel HearneIn the late 1760’s traders from Montreal started to flood into the west. Theywere able to collect many furs which otherwise would have gone to theHudson’s Bay Company. The loss of these furs became so great that theHudson’s Bay Company had to take some action.

One step the company took was to start exploring the north. By doing so, it hadthree ideas in mind. It could look for a Northwest Passage, search for a coppermountain the Indians talked about and invite the northerly Indians to trade withthe company. In 1769, Samuel Hearne was chosen to visit these interior tribes.

Samuel Hearne was an Englishman and an adventurer. He was born in London,England, in 1745. When only 11, he joined the Royal Navy. In the navy he was acaptain’s servant and saw war at a young age. He also learned to use thecompass and other instruments which explorers use. In 1766 he joined theHudson’s Bay Company, where he worked as a mate on one of their ships.

Three years later Hearne took a job on shore for the company. It was this jobthat took him on his famous trips.

On November 6, 1769, he was sent out to find the mysterious Coppermine Rivertalked about by the Indians. They had brought pieces of copper to the fort foryears, saying that it could be found without mining. With the guidance of agroup of Indians, he set out to walk across the barrens to this amazing river.After he had tramped for weeks with little food, his guides deserted him.Hearne was forced to return to Fort Prince of Wales.After only a few month’s rest, Hearne started out again in February of 1770.This trip, like the first, was a failure, and almost ended in tragedy. It was ajourney of feast and famine. The travellers had more than they could eat oneweek, and nothing at all the next week.

At times, the men had to eat old half-rotten deer skins or shoes to keep away thepangs of hunger.

After wandering for seven months and about 450 miles, Hearne had to turnback. He had broken his quadrant.

With less than two week’s rest, Hearne set out again. This time he made nomistakes. His party, led by a Chipewyan Indian, Matonabee, and his six wives,crossed the barrens to the Coppermine River. Hearne sighted the Arctic Oceanat the mouth of this river on July 17, 1771.

Hearne was the “first” man to cross overland to the Arctic. His stay was short.The fog, rain and snow made it senseless to stay very long.


On his return to the Hudson Bay, he crossed through the Athabasca country.Here he made another “first” by discovering Great Slave Lake. In June 1772, hewas back at home on the Hudson Bay.

Two years later, he left to create another “first.” With a cargo of trade goodsand a small supply of food, he headed up the Churchill River. He built the firstinterior Hudson’s Bay Company post, Cumberland House, on the SaskatchewanRiver. He had thus started the company on the adventure of travelling inland topick up the furs, instead of waiting at the posts on the Hudson Bay. Thecompany men were becoming peddlers like the Nor’Westers.

Hearne’s adventures continued. The death of Moses Norton the following yearplaced Hearne in the highest position in the company in North America.

In 1783, the French navy attacked Fort Prince of Wales. Hearne’s forces were sobadly outnumbered that he surrendered. The French destroyed the fort andtook Hearne prisoner. They sailed away with him, but left his wife to live withthe Indians. After a year Hearne was able to return to the Bay. He washeartbroken to find that his wife had starved to death that winter.

Hearne left the Bay in 1787 because of his health, and died in England afterwriting a book of his adventures in the north. He had explored and mappedareas of Canada that were not again traveled until the 20th century.

Murder under the midnight sunHearne’s guide on his third attempt to reach the Arctic was Matonabee, a greatchief of the Chipewyans. It was largely because of Matonabee that this trip wasa success. He was an excellent guide and a trustworthy man. Matonabee wasalso considered one of the best hunters in the north.

In the spring of 1771, after a hard journey across the barrens, Hearne arrived atthe Coppermine River. There, in June, he met the Copper Indians. He was thefirst white man they had ever seen. Hearne was a real wonder to these people.They thought he was almost the perfect human, except for his eyes and hair.

His eyes, they said, were like those of a sea gull, and his hair was the color of thestained hair on a buffalo’s tail. The Indians also described his skin, as looking likebloodless meat that had been left in water too long. Hearne was a hit.Whenever he combed his hair, someone always wanted a loose strand.

If Hearne was strange to these people, some of their customs were equallystrange to him. One odd meal he learned to like on his journey was called“beeatee.” Blood, shredded fat, flesh, heart and lungs were all put into thestomach of a deer. The package was then hung over a fire to bake. Hearnethought this dish was delicious. In contrast to this, he said the first time he gavedates, sugar and raisins to some northern Indians, they did not like them.

When the Indians discovered that Hearne was going down the CoppermineRiver, they asked to help. Hearne was delighted to hear them offer to help with


the canoes and supplies. With these reinforcements, he continued his journey tothe Arctic.

As the company moved along, Hearne became aware of some trouble.Unfortunately the Copper Indians considered the Eskimos their enemies. Theywere preparing for battle.

Hearne did not want to take part in this fight. When he tried to talk them out ofthe massacre, they got mad at him. He was called a coward and the Indiansstarted to turn against him. Realizing the danger he was in Hearne had to goalong with them. He was at their mercy in this strange land.

On July 16, 1771, his Indian companions sighted a small Eskimo settlement. Thatnight the Indians prepared for the ambush. Black or red paint was used to covertheir faces and their hair was tied back away from their eyes. All the men woreas little clothing as possible for greater speed. Although there were clouds ofmosquitoes, some of the men were almost naked.

At one o’clock the next morning, Hearne watched the savage attack on thesleeping Eskimos. In the light of the midnight sun, the victims died cruel deaths.After all the Eskimos were dead, their belongings were searched for cooper,utensils and weapons.

By 5 a.m. the Indians were satisfied and ready to continue the exploration. TheArctic was within sight, only eight miles away. The company of men walked thelast few miles to the Arctic. The green water was covered with chunks of ice.But the tragedy of the Eskimos, just a few hours before Hearne’s discovery,must have taken away much of his excitement.

Hearne stayed on the shore of the Arctic Ocean unit the next morning,surveying. Unable to find his latitude because of a fog and bad weather, he gaveup and turned south toward home.

Did you know?• Fort Prince of Wales, Hearne’s headquarters, was at the mouth of the

Churchill River. It had stone walls that took 40 years to build.• Cumberland House, a fort established by Hearne, was the first interior

Hudson’s Bay Company post. It is still in operation.• The fur forts were depots where the Indians or traders brought their furs and

picked up other goods.• They were built on rivers for good transportation, and near wood and water.• The forts were usually surrounded by palisades made of logs, timbers, or

sometimes stone. Inside would be a store for trading goods, such as beads,cloth, blankets, china, tobacco, hardware, hats, guns, needles, hatchets,brandy, thread. There would also be a warehouse to hold the furs as theywere brought in. There were houses or rooms for the clerks and other fortworkers, and a place for the traders to stay. And there was a kitchen anddining hall, and workshops.


• Numbers of people worked at the fort year round. There were clerks tokeep track of the furs and goods going in and out, and to take inventories.There were carpenters, blacksmiths, coopers, doctors, and workers to huntfor food, prepare meals and keep watch.

• The trade goods were brought from Europe to a post on the St. Lawrence oron the Hudson Bay. They were then packed in parcels and sent by canoe westto the interior forts.

• The furs were brought east by Indians, or by traders who stayed over thewinter in the interior. When the traders came to the fort, there would bemuch laughing and talking. They would sit around and tell stories of theiradventures with the Indians and their escapades on the rapids. There wouldbe singing and drinking. When the Indians brought in furs, there would be aceremony outside the gates, with speeches and peace pipes.

• Of course, there was business, too. The furs were taken and counted. Theywere then pressed, in a fur press, and shaped into bales. There were tied andsealed. The bale was known as a “piece.” Tokens were often traded for thefurs. The Indians could then buy goods with the tokens at the store.


Henry Kelsey: The Prairie Adventurer

Henry KelseyHenry Kelsey described a buffalo hunt in his diary of August 23, 1691:“This instant the Indians going a-hunting killed great store of buffalo. Now the mannerof their hunting these beast on the barrens ground is when they see a great parcel ofthem together they surrounded them with men, which done they gather themselves intoa smaller compass, keeping the beast still in the middle and so shooting them till theybreak out at some place or other and so get away from them.”

Trail-blazer faced death in journey to wild countryThe French were determined to cast the British out of the Hudson Bay. In 1682,hostilities between the British and the French broke out. War was officiallydeclared in 1689. By the following year the British had lost a few forts to theFrench.

It was during these troubled times that the governor sent the 20-year-old HenryKelsey into the interior to explore. Kelsey’s job was to encourage the moreremote Indians to trade. His exploration of the area would also serve as a claimto the land for the Hudson’s Bay Company. His journey was to make Kelseyfamous as the first European to see the Canadian prairies.

Like so many of our Canadian explorers, Kelsey left no record of his early life.Some think he was a waif from the streets of London. Even though he mayhave been an orphan or have come from a poor family, he had a fairly goodeducation.

When Kelsey was 14 years old, he joined the Hudson’s Bay Company as anapprentice. His pay was to be “eight pounds and two shuttes of apparell” forfour years’ service.

Kelsey must have been an excited but lonely boy when his ship sailed down theThames River. He was sailing on the Lucy, which was under charter with twoother ships, the John And Thomas and the Happy Return, to sail to the HudsonBay. It is interesting that the famous Pierre Radisson was also sailing in this fleet,on the ship the Happy Return.

Once at Fort York (York Factory), Kelsey was put to work as a junior clerk. Hecounted and sorted furs in the cold warehouses. The back breaking labor ofcutting wood for fuel was also one of his jobs, as well as hunting for fresh meat.Sometimes, the men would shoot up to 50 partridges in a single day tosupplement the salt meat rations.

By 1688, Kelsey had finished his apprenticeship. In the following two years hemade several extended trips from Fort York. One of them took him well over200 miles north of Churchill.


In June 1690, Governor Geyer made arrangements to send Kelsey into theinterior with some Assiniboine, or Stone, Indians. Kelsey was now 20 years old.He was a good man for the job. Not only could he speak the Indian language,but he could paddle all day with the best Indians and live as they lived.

Although he was a strong lad, he still faced many dangers. He was armed withonly a musket and a knife, and had no maps, compass or medical supplies.Kelsey would be entirely dependent upon his strength, wit and resources in awild and unknown country.

The adventure was to last two years. Kelsey went up the Hayes and Fox Riverswith the Indians. At a place he called Deering’s Point, which may have beenbetween Moose Lake and La Pas, Manitoba, Kelsey established a base campfrom which he made his journeys inland.

In the two years of lonely travel, Kelsey made many “firsts.” He was the firstman to visit a country that is even today still a largely unpopulated prairie. Hetraveled on the Saskatchewan River, and was the first white man to see this greatriver. He was also the first white man to see a grizzly bear and the Canadianbison.

In his diary, Kelsey described his sightings of grizzly and buffalo:

August 20, 1691: Today we pitched to the outermost edge of the woods thisplain affords. Nothing but short round sticky grass and buffalo and a great sortof a bear which is bigger than any white bear and is neither white nor black butsilver haired like our English rabbit. The buffalo likewise is not like those tonorthward, their horns growing like an English ox, but black. Went a shortdistance: 6 miles.

The northern “buffalo” he mentions were not buffalo at all, but musk-oxen.

On his trip he suffered the terror for being lost on the prairie without food. Healso had a narrow escape from death in a prairie fire. In northern Manitoba hekilled two large grizzly bears that were attacking an Indian companion. For thisdeed he became known as “Miss-top-ashish” or “Little Giant” by the Indians.

Kelsey returned to Fort York in June, 1692, two years after he had left. This tripwas to be Kelsey’s greatest claim to fame. In the following years he was takenprisoner twice by the French, in their struggle for control over Hudson Bay. Heeventually became the governor of all the Hudson’s Bay posts on the Bay.During 1719 and 1721 he made another expedition to the north, where hesearched unsuccessfully for the Northwest Passage.

In 1722, after 40 years’ service with the Hudson’s Bay Company, he was calledback to England. His life after that becomes obscure. He probably died there inpoverty between 1724 and 1730. Nobody knows where the discoverer of ourprairies died or was buried.


Did you know?• At one time there were millions of buffalo (properly called bison) on the

North American plains. Estimates range from 30 to 70 million.• The adult male buffalo weighed from 1,400 to 2,000 pounds, was about 6 feet

high at the shoulder and about 10 feet long.• The buffalo was the means of livelihood for the plains Indians, which in

Canada are the Sarsi, Blackfoot and Assiniboine tribes. These tribes had anomadic way of life, following the herds.

• Buffalo provided food, clothing and shelter for the Indians. The Indians atethe meat. They made robes from hides with the hair left on, clothing andtipis from tanned hides and rope from rawhide. Buffalo bones were used forsled runners, horns for cups and spoons, hair for braided ropes.

• The Indians had several ways of hunting buffalo. They might surround theherd, frightening as many as possible into a trap. (The trap might be a bog, acliff, or a man-made corral.) They might use a grass fire to push them into atrap, or to encircle them. After the horse was introduced by the Spanish inthe 1500’s, they would use a “horseback surround.” They would also chaseon horseback those buffalo that escaped from the circle. This was called“buffalo running.” The buffalo were then killed with a lance, musket, or bowand arrow.


David Thompson: The Race to the Columbia

David ThompsonDavid Thompson was a school-boy of 14 in 1784 when he was apprenticed to theHudson’s Bay Company. Soon he was shipped from his school in London,England, to a remote post on the Hudson Bay. Here he was trained as a clerk inthe fur trade.

Gradually, Thompson learned more about the trade, and began to take part inexpeditions outside the fort. A great western surveyor named Philip Turnertaught the young Thompson surveying and mapmaking. Thompson found thismore interesting than fur trading. Eventually, he left the Hudson’s BayCompany to join the Nor’westers. With the North West Company, he felt hewould have more chance to explore.

The Nor’westers were still keen on finding a trade route to the Pacific Ocean. AnAmerican, Captain Robert Gray, had discovered the mouth of the ColumbiaRiver. Later, Vancouver’s expedition had explored part way up the river.Thompson took part in several expeditions that crossed the Rockies in search ofthe source of the Columbia River.

In 1806, on one of those expeditions, Thompson had with him his Metis wife,Charlotte, and their three young children. This time, the Piegan Indians wouldnot let Thompson’s party cross the Howse Pass. The Piegans were afraid thatThompson would trade guns to their enemies, the Kootenays.

Eventually, however, the explorers were able to slip unnoticed across the pass.In late June, 1807, they met a river flowing north. They had found the Columbia,but did not realize it.

Thompson and his men built birch bark canoes and fought their way upstreamto Lake Windermere. Here they set up Kootenay House, the first fort on theColumbia River. Between 1807 and 1812, Thompson set up trading posts andexplored and mapped much of southern British Columbia and the northwestUnited States.

In 1810, the North West Company faced a new challenge. John Jacob Astor, anAmerican fur trader, was also heading for the Columbia. Thompson wasinstructed to hurry and establish his trading route along the Columbia River tothe Pacific.

But this time, the Piegans were angry. The Kootenays had obtained guns fromthe fur traders, and for the first time had beaten the Piegans. Thompson couldn’tpersuade them to let him through Howse Pass. He decided to try another routefarther north. By the time his party got their provisions ready it was lateOctober. This was not the best time to be travelling through the RockyMountains!


Thompson and his party faced many dangers. Their detour by the AthabascaPass slowed them down by many months. Then Thompson spent time makingfriends with the Indians he met as he went along. The expedition didn’t reachthe mouth of the Columbia until the following July! Thompson was too late.Astor’s group had already come, by ship. Their fort, Astoria, was half built.Thompson had missed his chance to claim the Columbia area for the North WestCompany.

But Thompson’s accomplishments were many. His maps were the best inexistence until about 1857. For some areas they were used as late as 1916.Thompson surveyed the Columbia, much of the prairies, British Columbia andthe American Northwest. He found Athabasca Pass, which became part of themain fur trade route for many years. He established a trade route through theinterior of Washington and British Columbia. Thompson also helped to surveythe Ontario part of the United States-Canada boundary.

Danger in the mountain passEven today, a trip through the Rocky Mountains by car takes some planning.Most people go through the mountains in the summer when the dangers ofblizzards and avalanches are over. But imagine how hard your journey wouldbe if there were no roads. Imagine how difficult it would be without maps.What if you didn’t even know where the passes were between the great peaks?

The trip must have seemed almost impossible for David Thompson. Withoutroad or map, he rode horseback, walked and snowshoed across the Rockies. Tomake the trip even worse, he travelled during the cold of winter.

Thompson left Rocky Mountain House on October 28, 1810, with 24 strong men.They had pack horses to carry their trade goods, leather tents and other supplies.The horses carried 180 to 220 pounds each on the journey. Each man had a jobto do, too. Four of them were to hunt for food for the travellers. Two were tocut a path through the forest for the horses to follow. There were also otherjobs, including looking after the horses.

The party headed north towards what is now Jasper National Park. What shouldhave been an easy journey became a tortuous nightmare. The forests theypassed through were burned, and fallen trees were tangled on the ground. Thismade travel difficult for both horses and men.

To make things worse, the hunters could not find food for the men, andstarvation was always near. Then the weather became cruel. Below-zerotemperatures sucked the energy and heat from the tired men.

After travelling 38 weary days, Thompson was forced to stop. The horses wereworn out, and the snow was getting too deep for them. Thompson sent some ofthe men back to Rocky Mountain House for more provisions. A cabin was builtand preparations were made for further travel. The men made snowshoes andsleds so they could walk on the deep snow.


On December 30, the men again took to the trail. This time, some of the weightthat the horses had carried was passed over to the men and dogs. They hiked upthe frozen water of the Athabasca River, just past the site of Jasper. HereWilliam Henry and several others stayed on to establish a camp. The restcontinued.

With the temperature dropping below -30 degrees F., the men hiked on. It wasnot until January 13 that the 13 snowshoed men and eight dog sleds felt thewarm air of a Chinook. However, the trail remained difficult. The men trudgedthrough wet snow seven feet deep. The heavy snow exhausted the dogs, whocould hardly keep the sleds going. As a result the men had to carry heavierloads to help the dogs. They continued to climb.

On January 10, Thompson wrote: “The view before us was an ascent of deepsnow. It was to me a most exhilarating sight, but to my uneducated men adreadful sight.” Thompson had found the Athabasca Pass.

Indeed they were in danger. A strong wind could have caused them to beburied under snow. They were perched between a 2,000 foot glacier and anavalanche-swept ridge.

In this menacing place, the men set up camp for the night. They made platformsto sleep on the snow, which was more than 20 feet deep. With the campestablished, Thompson headed out on to a moonlit mountainside to discoverthat they had reached the summit.

Did you know?• Two B.C. rivers associated with David Thompson are the Columbia and the

Thompson.• The mouth of the Columbia River was discovered by Captain Robert Gray in

1792. His ship, a Boston trading ship, was called the Columbia.• David Thompson discovered the source of the river in 1807. He was the first

white man to explore the river from its source to its mouth.

• The Columbia is the second largest river on the Pacific slope of NorthAmerica. It is also the fourth largest river in North America.

• The Columbia was a very important highway for the fur trade.• The Columbia River system, including its tributaries, once yielded 50 million

pounds of salmon a year. It is still a great food resource.• The Columbia River is 1,150 miles long, of which 459 miles are in Canada.• Its tributaries include the Okanagan, Snake, Pend Oreille, Kootenay and

Spokane rivers.• The Columbia’s total drop in elevation is 2,650 feet. Almost half of this drop

is in Canada.• The Thompson River was named by Simon Fraser in honour of David

Thompson. But, ironically, Thompson never saw the river which was namedafter him.


• The Thompson River was discovered by Simon Fraser just before he reachedHell’s Gate.

• The Thompson is a tributary of the Fraser River, and has two branches.• The North Thompson originates in the Columbia Mountains, just west of

Mount Robson and the Great Divide.• The southern branch of the Thompson has its source in Shuswap Lake and

unites with the North Thompson at the city of Kamloops.• The word “Kamloops” is a corruption of the Indian word “cumcloups” which

means “meeting of the waters.” Kamloops was founded in 1812 as a fur-trading post.

• The North Thompson is 210 miles long. The southern branch is 206 mileslong. They unite to travel a further 100 miles together.

• Both the CPR and the CNR follow the Thompson River from Lytton toKamloops; these train lines are now united

• The lower Thompson has many spectacular terraces which are used forwinter pasture and growing fodder for the ranches of the area.


Cariboo Characters: Smitten by Gold Fever

Gold has always been a magic word for man. The whisper of gold discovery hascaused men to travel thousands of miles in hopes of striking it rich.

In the spring of 1858, gold was discovered on British Columbia’s Fraser River.Men surged to the area. They walked, rode mules or drove wagons overlandfrom Washington and Oregon. Thousands came from California. Some sailedsmall vessels or paddled canoes. Others crowded into steamships loaded withtwice the regular number of people. Boat after boat docked in Victoria until thelittle town of 800 had swelled to 20,000 eager gold-seekers.

They began their search on the Lower Fraser near Hope and Yale. The first bigstrike came in March 1858 at Hill’s Bar near Hope. Several million dollars worthof gold was taken out of the Fraser that year. But, by the end of 1859, gold wasscarce. Many miners returned home, calling the river a humbug.

Those who stayed began to branch off the Fraser, exploring the Quesnel andCariboo Rivers. And they struck pay dirt. Those first men were soon joined bymany others, among them a man named Doc Keithley. He and his friends wereto begin the second rush to the Cariboo.

In the autumn of 1860, they discovered gold in a stream they called KeithleyCreek. Then, with more exploring, the group found an even richer stream.They decided to tell no one. But, the discovery of gold can’t easily be kept asecret, and the rush to Antler Creek was on.

Men camped in holes in the snow all winter long to make sure nobody stole theirclaims. In the spring of 1861, the Cariboo was invaded. Men came from all overthe world - from eastern Canada, the U.S., Europe and even China.

After Antler Creek, even richer discoveries were made. Billy Dietz stumbledupon Williams Creek, and it was here that Billy Barker and Cariboo Cameronstruck it rich. Lightning Creek poured out thousands of dollars to men hungryfor gold.

Some never reached the gold fields. They died trying. Many made it but foundnothing. Some became rich and lived in luxury, and others made their fortuneand lost it all, dying penniless. These are the stories of the Cariboo Gold Rush.


Billy Barker: Struck it rich at 52 feetMen came to the Cariboo from all over the world in the gold rush days. One ofthese was an English sailor who jumped ship in Victoria and headed north. Hisname was Billy Barker.

It was 1862. Every inch of Williams Creek above the canyon was staked out.When Billy arrived, he moved on below the canyon and staked his claim there.

Laughter rolled through the camp. Every day, Barker had to listen to the teasingand jeering of the other men. Everyone knew there was no gold where Billywas mining. Some say Barker was motivated by a vision in which the number52 kept appearing, for he kept digging.

At 15 feet there was no gold. At 25 there was still no gold. At 35 feet some of hisfriends got discouraged and wanted to quit. But Billy kept urging them on.

Forty feet, 50; suddenly, at 52 feet they struck gold!

Imagine the scene. Billy jumped and yelled with excitement. The other miners’jeers turned to cheers for Barker had struck it rich! What a celebration there wasthat night.

Billy’s claim turned out to be worth $600,000. Men rushed to stake out the landaround his. They built waterwheels, shafts for mining and little shacks to live in.Soon there were saloons and stores as well. The town of Barkerville named inBilly’s honor sprung to life.

It is a sad fact that of the men who struck it rich, many died alone and penniless.Barker went to Victoria the winter after his discovery, to get married. Soon hereturned to Barkerville with his bride.

Poor Billy. He found that he needed a great deal of gold in order to keep heraffections. His money went rapidly. Barker was always buying expensive giftsfor his wife, and drinks for himself. When the gold was gone, his wifedisappeared with a younger man.

Billy tried to collect from friends he had generously lent money to, but theydidn’t have any.

Finally he got a job as a cook on a government road. On July 11, 1894, BillyBarker died of cancer, alone in an Old Men’s Home in Victoria.

Cariboo Cameron: Pickled his wife in alcoholThe thirst for gold had hit John Angus Cameron. He was a clerk in Cornwall,Ont., when the news of gold in the Cariboo flashed around the world. Withvisions of the good life to come, John set out to strike it rich.


In August 1862, Cameron, his wife Sophia, and several partners were at work inthe Cariboo. They staked their claim on Williams Creek, just down from BillyBarker’s.

The group worked hard day after day, searching for gold. But tragedy struck.The Cameron’s infant daughter died, and now Sophia lay ill with typhoid.Before she died, she asked her husband to take her body back to Cornwall to beburied.

John Cameron was grief-stricken. He laid his wife’s body in a coffin and placed itin an abandoned shack. It was 35 degrees below zero. Now he was determinedto find gold. He had to have money to get his wife’s body back to Ontario.

In December, Cameron struck pay dirt. It was to be one of the richest claims inthe Cariboo. Somewhere between $800,000 and $1 million worth of gold wouldcome out of the claim. John’s share was $350,000. But all he could think of wasthe promise to his wife.

In January 1863, Cameron and his partner Stevenson began the 400-mile trip toPort Douglas. They tied the coffin on their sleigh, then added blankets, suppliesand 50 pounds of gold. The temperature dropped even further. The sled keptslipping off the icy trail, and plunging into the deep snow. Finally the men andtheir burden reached the port, and boarded the sternwheeler for Victoria.

In the city, John had a special tin coffin made, which he filled with alcohol.Sophia was gently placed inside and the lid was sealed.

In November 1863, they began their long voyage back to Ontario. It was notwithout problems. Customs officials in the United States thought the coffin wasfull of gold, and threatened to open it. Cameron begged and explained until hewas allowed to pass through.

In Cornwall, John finally gave a sigh of sad relief. Sophia was laid to rest for thelast time. But then, rumors began to spread. People whispered to each otherthat Cameron had sold his wife to an Indian chief for gold.

When John could stand the lies no longer, he had Sophia’s body dug up. Thecasket was opened. Sophia’s relatives gasped for they recognized her. She hadbeen preserved by the alcohol!

More misfortune awaited John. He invested his money and lost it. In 1888 hereturned to Barkerville to search for a second fortune. He never found it.

On Nov. 7, 1888, Cariboo Cameron died. He was buried in the little cemeteryoverlooking Camerontown, the town that had been named in his honor.

Henry Fuller (12-Foot) David: Short in height but long on luckMany people in the Cariboo during gold rush days were given nicknames bytheir friends. These nicknames were given because of the way a person looked,


or because of something he did. Can you guess where a man called Twelve-FootDavis got his name?

If you think its because he was very tall, you’ll have to guess again. Actually hewas a short man with a rather high squeaky voice.

He was born Henry Fuller Davis in Vermont around 1820. From the time hewas a boy, Henry had adventure in his blood. This adventuresome spiritbrought him, like Billy Barker and Cariboo Cameron, to Williams Creek tosearch for gold. But, when he got there, all of the good land had been claimed.

Davis was not to be stopped. He was a shrewd man and watched carefully.Soon he realized that between two rich claims staked out side by side, there wasa strip of land twelve feet wide. It belonged to no one. That night he carefullymeasured and staked it. Then in the morning Henry filed his new claim. Hetook $12,000 worth of gold out of this 12-foot strip of land, and from then on hebecame known as Twelve-Foot Davis.

But, his adventure did not stop in Barkerville. His heart was in trading, and hereturned to it. Soon he had a series of trading posts throughout the Peace Riverarea.

Twelve-Foot Davis became well known here, for he was a fair trader, and agenerous man. They said he had a heart as big as all outdoors. He was alwayshelping someone.

When Davis went on a journey, he left his cabin stocked with food, even if hedidn’t have enough for himself. He knew that some hungry traveller wouldprobably stop in, and would need the food more than he would.

When Davis died, his friends buried him overlooking the Peace River that heloved so much.

His gravestone shows the kind of man he was. It reads: “H. F. Davis ...Pathfinder, Pioneer, Miner and Trader. He was every man’s friend and neverlocked his cabin door.”


Amor de Cosmos: Pioneer Publisher With a Mission

Amor de Cosmos: In love with the universe ... and B.C.It was the summer of 1858. The town of Victoria was filled with miners headedfor the gold fields of the Fraser. The miners were busy buying supplies andmaking plans to get to the mainland.

Men of business were setting up supply stores, building boats and wharves andbuying and selling land.

Victoria’s population had grown in a short time from 800 people to more than10,000. Thousands of tents were pitched outside town to hold the extra men.

Into this scene of activity came an unusual man with an unusual name, Amor deCosmos. He was striking-looking, tall, dark and elegant. He dressed well, in afrock coat and top hat, and carried a walking stick. He had an air of authorityabout him.

He had been born William Smith, in Nova Scotia, in 1825. Like many others ofhis time, he had been lured west by gold, first to California. There, instead ofpanning for gold, he became a photographer.

There, too, he changed his name. Many stories are told about this. Some say hewanted to be sure to get his mail. (There may have been other “Bill Smiths”among the miners.) Other stories suggest that he was in hiding from someone.But what a name to choose if he did not want to be noticed!

Perhaps he got the idea when the town he lived in, Mud Springs, changed itsname to El Dorado. He too needed an unusual name to suit his personality. Hechose Amor de Cosmos, “lover of the world.”

Soon the news of a new gold rush on the Fraser reached him. By the winter of1858, he had set up a newspaper, the British Colonist, in Victoria.

From the beginning, he spoke out strongly against the government of the day.Governor Douglas was the former Hudson’s Bay factor. He was appointed bythe British government, and was used to running the colony in his own way.Even when an elected legislature was begun, Douglas still had a lot of power.

De Cosmos believed firmly that the elected members, responsible to the people,should hold the power. The people should be the masters, and the governmentthe servant. For years, through his newspapers and later in politics, De Cosmosfought Douglas and pushed for responsible government.

De Cosmos won his first election in 1863. Now he was able to continue anotherfight he had started earlier in the pages of the Colonist. This was the battle tounite with Canada.


Many people thought that Vancouver Island should join the United States. Afterall, most of the trading done was with the U.S. It was close to the Island.Canada, though, was far away, across the Rockies and the prairies.

But De Cosmos thought differently. First, he thought the Island should join withthe mainland of British Columbia. Then, B.C. should unite with Canada.

A wagon road and telegraph could be built so that B.C. could communicate withthe rest of Canada.

De Cosmos saw both these dreams come true. Vancouver Island was joinedwith the mainland in 1866. Then came the fight for Confederation. In 1868 hehelped to set up the Confederation League, and to organize the Yale Conventionwhich pushed for union with Canada.

In 1870, the matter came up in the B.C. legislature. De Cosmos was one of thespeakers most strongly in favor of joining Canada. The legislature did decide tomeet with the Canadian government to discuss such a union. And B.C., ofcourse, did join Canada in 1871. It also received an elected government,responsible to the people.

De Cosmos served in the Canadian government as a representative from B.C.He was also the second premier of B.C. But his greatest work had been doneearlier.

When he was finally defeated in politics, his life seemed to fall apart. He becamemore and more odd. This “lover of the world” had few friends. He could beseen walking the streets of Victoria, still in his frock coat and top hat. Finally hewas declared insane. He died in 1897.

Very few people came to his funeral. He seemed a forgotten man. But hehelped to bring B.C. together as a province. He helped to unite B.C. withCanada. He also fought for the right of responsible government. We havemuch to remember him for.

No one was immune from his poison penWithin months of coming to Victoria in 1858, Amor de Cosmos - born WilliamSmith - had started a newspaper, the British Colonist.

We do not know whether he had ever worked for a newspaper before. But hewas fitted for the job. He had read widely and could write well. He also had lotsof plans for making his paper a success.

Within four years he had increased the paper’s circulation from 200 copies to4,000.

The Colonist started small. In a Hudson’s Bay Company shack on the wharfstood a printing press used by a former paper. Here, 200 copies of the firstedition were printed.


There were only four pages, but these pages soon became the talk of the town.De Cosmos started out fighting. In the very first issue, he attacked thegovernor. Through the years he never stopped fighting for his own goals, andwarring against those who did not agree with him.

The Colonist’s attacks were not polite. They were not kind. The language usedto describe its victims would bring about court cases if printed in today’snewspapers.

For instance, the following words were used to describe members of thegovernment with whom De Cosmos was battling. The editor called them “vain,puffed up, tyrannical, corrupt, short-witted, conceited mummies andnumbskulls.”

Once De Cosmos blamed Governor Douglas for all sorts of “corruption, wrongs,outrages, mistakes, and losses” in the colony. This kind of talk drew manyreaders. The editor liked to say that the Colonist was the most widely readpaper on the whole Pacific Coast.

The paper’s victims reacted in a number of ways. The rival Gazette answeredwith strong words of its own. It called De Cosmos “a dishclout, cunning,dishonest, a juggler, a tyrant, and a long and lean wolf in sheep’s clothing.”

The government once forced him to apologize. Gov. Douglas even tried to closedown the paper. But a tried and true method of settling disputes in earlyVictoria was the fist fight. De Cosmos carried a walking stick, and had to use it anumber of times!

Of course, the whole paper was not filled with his own rather forceful opinions.There were lots of advertisements. The front page urged readers to buy all sortsof patent medicines, from “iodized horseradish” to sarsaparilla. There weremany liquor ads. Foods, like Worcestershire Sauce, imported from Britain, werealso advertised.

There was also some world news. This was always out of date, though, as itreached Vancouver Island by boat from San Francisco. Most of this news of theoutside world was concerned with important events. But once in a while theColonist did reprint a story strictly for its shock value. There was one story of abutcher in Paris who was found to be a murderer. He had been selling hisvictims in the form of pork pies!

The local news was, of course, most important. The paper printed everythingfrom local gossip to police reports on who had been picked up drunk. One storydescribed a quarrel in which someone was beaten with a dead cat. Another toldof rotten eggs being thrown at a drunk at the theatre.


But to De Cosmos, the most important local news involved the affairs of thegovernment. These matters were always described at length. They were alsodiscussed from his personal point of view.

De Cosmos always pushed his own beliefs in his paper. He used the strongestlanguage he could. (He sometimes even called those who opposed him“traitors.”)

The Colonist, and his later paper, the Standard often made people angry. Butthrough his papers he raised issues like those of union, Confederation andresponsible government.

The public read his papers because they liked his style. In doing so, they allowedDe Cosmos to educate them on the important issues of the day.

Did you know?• De Cosmos once said he started the Colonist “for amusement during the

winter.”• An 1885 issue of the Colonist describes a meeting between De Cosmos and

the wealthy coal miner Robert Dunsmuir. De Cosmos insulted Dunsmuirthen hit him with his fist. “Mr. Dunsmuir retaliated by wearing out anumbrella on his assailant’s head and shoulders.”

• De Cosmos ran the Colonist from 1858 to 1863, and the Standard from 1870to 1872. The Colonist began as a weekly paper and gradually increased tofive times a week. The price was 12 1/2 cents.

• Despite his attacks on various people in his papers, some people said DeCosmos bore no personal grudges. He would sometimes entertain his victimat dinner the same day he was attacked in the newspaper.

• From the Colonist’s first quarters on the HBC wharf, it moved into a smallshop on Wharf St. The size of the office was about 12 feet x 14 feet.

• In later life, De Cosmos was apparently afraid of electricity. He would nothave it in his home, and refused to ride in Victoria’s electric tram cars.

• In an early election, De Cosmos was registered as “William Alexander Smith,commonly known as Amor de Cosmos.” At the last minute, a voter camehurrying in and voted for “Amor de Cosmos.” The sheriff then declared that“Smith, known as De Cosmos” had 10 votes, “De Cosmos” had one vote,and his opponent had 11. Therefore the opponent had won!

• De Cosmos was one of the people most responsible for persuading BritishColumbians to join Confederation. Despite this fact, he was not chosen as adelegate to the talks in Ottawa. He must have been disappointed. He mayhave been considered too impulsive to send on such a delicate mission. Orperhaps the B.C. governor was afraid that De Cosmos was too anxious forConfederation, and that he would not insist on good enough terms for B.C.


Assessment and Evaluation

The following information is adapted from “Guidelines for StudentReporting” which is a B.C. Ministry of Education document published in 1994.

1. What is Assessment?Assessment is the systematic gathering of information about what studentsknow, are able to do and are working toward. Assessment methods and toolsinclude: observation; student self-assessments; daily practice assignments;quizzes; samples of student work; pencil-and-paper tests; holistic rating scales;projects; oral and written reports; reviews of performance; and portfolioassessments.

2. How does assessment connect to evaluation?From the information collected through assessment activities, teachers evaluatestudent performance. They use their insight, knowledge about learning, andexperience with students, along with the specific criteria they establish, to makejudgments about student performance in relation to expected learning outcomes.

3. How can evaluation promote learning?Students benefit most when evaluation is provided on a regular, on-going basis.When evaluation is seen as an opportunity to promote learning rather than as afinal judgment, it shows learners their strengths and suggests how they candevelop further. Students can use this information to redirect efforts, make plansto practice the learning, and establish future learning goals.

4. What forms can evaluation take?Evaluation may take different forms depending on the purpose.a) Criterion-referenced evaluation is best used to evaluate student performance

in classrooms. It is referenced to criteria based on expected learning outcomesdescribed in the provincial curriculum. When a student’s program issubstantially modified, evaluation may be referenced to individual goals.These modifications are recorded in an Individual Education Plan (IEP).

b) Norm referenced evaluation is used for large-scale system assessments.

5. How does criterion-referenced evaluation work?In criterion-referenced evaluation student performance is compared toestablished criteria rather than to the performance of other students.

Evaluation referenced to curriculum requires that criteria are established basedon the expected learning outcomes listed in curriculum guides for a particularsubject and grade or course.


6. What steps does criterion-referenced evaluation process involve?a) Identify the expected learning outcomes (as stated in the curriculum guides). b) Identify the key learning objectives for students. c) Establish and set criteria. d) Involve students, when appropriate, in establishing criteria. e) Plan learning activities that will help students gain the knowledge or skills

outlined in the criteria. f) Inform students about the criteria their work will be evaluated against prior

to the learning activity. g) Provide examples of the desired levels of performance. h) Implement the learning activities. i) Use various assessment methods based on the particular assignment and

students. j) Review assessment data and evaluate each student’s level of performance or

quality of work in relation to the criteria. k) Report the results of evaluation to students and parents.

7. What should teachers evaluating student performance consider?• the expected learning outcomes• the level or quality of the student performance in achieving these outcomes

8. How does setting criteria improve communication with students andparents?• improves instruction and clarifies expectations for student performance• makes evaluation and reporting on students’ work more objective and better

understood• provides important information about students to better meet their

learning needs• involves students in setting the criteria with the teacher, which increases

student motivation, provides structure and clarity for students, and helpsthem understand the marking and grading of their work

• informs students about what is expected of them and the standard for successbefore they begin the learning activity and, as a result, makes successaccessible to all students


• provides students with opportunities for self-evaluation against criteria thatfacilitate the setting of specific and achievable goals

• informs students what letter grades are based on• enhances parents’ understanding of the expectations for their children’s

learning• allows parents to better assist their children• builds a sense of appropriate expectations in the minds of parents and an

increased understanding of how their children are progressing in relation tothe subject, course and grade

9. How does criterion referenced evaluation connect to students on IEPs?Students whose programs are substantially modified must have an IndividualEducation Plan (IEP) that outlines the goals they are working toward. Becausethese students are not expected to achieve the learning outcomes outlined in theprovincial curriculum, an evaluation system referenced to individual goals isused. To evaluate their learning, their performance is then compared to theseestablished individual goals. Such evaluation has the following characteristics:• Specific individual standards or expectations are set for the students based on

their ability and past accomplishments.• The learning goals and expectations are set by teachers, parents and students

and are recorded in the student’s IEP.• Student performance is evaluated with reference to the goals, expectations

and criteria recorded in the IEP.• Structured written reports are provided to parents for reporting purposes.

Students with special needs who can achieve the expected learning outcomesstated in the provincial curriculum with only adaptations to the instruction orassessment methods (e.g. having a teacher write for them, tape-recording theiranswers) will use an evaluation system referenced to the provincial curriculum.


Developing Criteria and Scoring Rubrics

Talk about this process with your colleagues before beginning and make anychanges you feel will make the product and process best meet your needs.Working through the process with students (from step three on) helps themunderstand the marking system also.

Step One• Work together as a grade group, team or whole staff to select a writing

topic• Decide on a writing task (probably an expository paragraph on a

particular historical or geographical concept)

Step Two• Establish some starting point criteria with the students so they know

roughly what is expected of them during their writing time• Provide additional support to the students in the form of a pre-writing

activity to stimulate ideas• Have students write a piece of writing that is no more than one page in

length and then ask them to edit their own work to produce a publishedquality final product. Peer editing is also okay, but the teacher should notedit

• Ask the students to put their name on the back of the paper (not thefront) so that when you sort the samples you aren’t influenced by whowrote the sample

Step Three• Teachers get together and work in grade groups to sort the piles• Choose whether you want a four-pile or six-pile sort before sorting

begins• The number of piles will determine the number of categories in the

performance scale or scoring rubric

Step Four• Review each pile with your grade level colleague and come to consensus

on the groupings (Do you all agree on the way you’ve categorized eachsample?)

• Edit your starting point criteria list (Did anything else come up whiledoing the sorting that should be a criterion?)

Step Five• Write descriptors for each pile (these descriptors become your

performance scale or rubric which explains what work of that quality forthat assignment criteria looks like)

• Ask yourself: What are the characteristics of this writing? What makesthis writing belong to this pile? How well does this pile of writingembody the assignment criteria?


• These descriptions (performance scale / rubric) can be used repeatedlyduring the year for that type of writing

• Save a few samples of performances at each level to be used as “anchorpapers” (teachers can refer to the anchor papers when working withother colleagues, students or parents. They are useful models to have onhand)

• Decide whether or not you want to have the final performance scale /rubric marching across or down the page

Setting and Using CriteriaThe list below outlines the steps involved in the process. All steps should havebeen addressed prior to any final evaluation. It is not necessary to addressthem in the sequence given:• identify the expected learning outcomes from the curriculum guides and

the IRPs• identify the focus or purpose for the learning sequence (does it support

the expected learning outcomes in the curriculum?)• design the performance or demonstrations that will enable the students to

show their understanding; these performances may include a number oflearning outcomes

• select appropriate resources or materials• develop a draft set of criteria• prior to starting the learning, engage the students in a dialogue about the

criteria to be used to evaluate their work; where appropriate, involve thestudents in developing and refining the criteria

• provide models and examples of the desired levels of performance• commence learning sequence using criteria as a focus for performance• use criteria for assessment of work in progress and evaluation of final

demonstrations• use criteria to support student self-assessment and goal setting


Expository Writing

The following are examples of where expository writing is usedletters newspaper articleformulating questions complaintsfield journals learning logsadvice columns recipesinstructions surveysdebates summariesessays speechesdocumentaries historical book or movie reviewsadvertisements magazine articlestravel brochures directionsepitaphs reportscommercials ruleseditorials orders

It is important to select appropriate criteria for your specific writing assignmentand teach to the criteria during the lesson sequence. Building the criteria and thesubsequent performance scale with the students is also a very good idea. Thefollowing are some possible criteria:• clear statements of position• line of thought is sustained• knowledge of subject is demonstrated• main ideas are emphasized• minor points are subordinated to major points• other points of view are considered• writer stays on topic• examples or quotations are used to support general statements• topic sentence is present• concluding sentence is present• transition words and phrases are used• point of view is consistent throughout


Narrative Writing

The following are examples of where narrative writing is usedjournal writing short storydiary satireadventure legendautobiography biographynovel cartoon scriptinterview historical event summary

It is important to select appropriate criteria for your specific writingassignment and teach to the criteria during the lesson sequence. Building thecriteria and the subsequent performance scale with the students is also a verygood idea. The following are some possible criteria ;• characters are believable and consistent with historical fact• characters grow or change over time• point of view is consistent throughout story• tense is consistent• locations are clearly described• dialogue is included and supports plot• sequence of events is logical• has an interesting lead• action builds to a climax• conflict between characters is shown• the problem or conflict is resolved• sensory language is used• appropriate details are selected• point of view is consistent throughout• transition words and phrases are used


Oral Presentation (4 point)

Rating CriteriaExceedsExpectations

• organize presentation to include an emerging introduction, welldeveloped body of material and a conclusion that summarizes

• introduces content that provides insight, detail and support• engages the audience through the use of voice (tone, volume,

inflection), eye contact, and body language• chooses vocabulary and sentence structure that enhances

overall effect• balances detail with big picture

Fully MeetsExpectations

• organizes presentation to include a clearly definedintroduction, developed body of material, and a conclusionthat summarizes

• introduces content that provides some insight, detail andsupport

• engages audience through some use of voice (tone, volume,inflection), eye contact, and body language

• chooses vocabulary and sentence structure to build overalleffect

• develops detail and big picture

Minimally MeetsExpectations

• organizes presentation to include an introduction, body ofmaterial and conclusion

• introduces content that provides limited detail and support• attempts to engage audience through limited use of voice

(tone, volume, inflection), eye contact and body language• chooses adequate vocabulary and sentence structure• differentiates between detail and big picture

Does Not YetMeet Expectations

• struggles to organize presentation so that it has anintroduction, body of material and conclusion

• introduces content that provides little or no detail andsupport

• struggles to engage audience through extremely limited use ofvoice (tone, volume, inflection), eye contact, and bodylanguage

• chooses weak or repetitive vocabulary and weak or incorrectsentence structure

• not aware of big picture


Oral Presentation (6 point)

A • excellent organization with a product that displays an engaging introduction, a well-developed body of material, and a conclusion that summarizes main ideas

• sophisticated content that provides insight, detail, and support• excellent ability to engage the audience through the use of voice, (tone, volume, inflection),

eye contact, and body language• excellent choice of vocabulary and sentence structure that enhances overall effect• excellent balance between detail and big picture

B • very good organization with a product that displays a clearly defined introduction, awell-developed body of material, and a conclusion that summarizes main ideas

• content that provides insight, detail, and support• very good ability to engage the audience through the use of voice (tune, volume, inflection),

eye contact, and body language• very good choice of vocabulary and sentence structure that enhances overall effect• balance between detail and big picture

C+ • good organization with a product that displays an introduction, a solid body of materialand a clear conclusion

• content provides some insight, detail and support• good ability to engage the audience through some use of voice (tone, volume, inflection),

eye contact, and body language• good choice of vocabulary and sentence structure• noticeable development of both detail and big picture

C • satisfactory organization with a product that displays an introduction, body of materialand conclusion

• content that provides detail and support• engages the audience through the inconsistent use of voice (tone, volume, inflection), eye

contact, and body language• satisfactory choice of vocabulary and sentence structure• development of both detail and big picture

C- • adequate organization with a product that displays an introduction, body of material andconclusion

• content that provides some detail and support• ability to engage the audience through some use of voice (tone, volume, inflection), eye

contact, and body language, but inconsistent• adequate choice of vocabulary and sentence structure• adequate development of both detail and big picture

F • rudimentary organization with a product that struggles to display an introduction, bodyof material and conclusion

• content that provides little or no detail and support• rudimentary ability to engage the audience through some use of voice (tone, volume,

inflection), eye contact, and body language• limited vocabulary and weak or incorrect sentence structure• limited or differentiation between detail and big picture; possibly no awareness of big

picture


Expository Writing - Essay (4 point)

Aspect Not Yet WithinExpectations

MeetsExpectations(Minimal Level)


ExceedsExpectations

Snapshot The writing does notaccomplish the basictask. It may beseriously flawed,incomplete, ormisinterpret keyaspects of the topic.

The writer hassomething to say aboutthe topic, but is unableto fully control theform and stylerequired. The ideas anddevelopment often havegaps that the readerhas to fill in.

The writing fulfills therequirements of the task,with an overall sense ofpurpose and control.Ideas are generally clearand carefully developed.

The writing featuressome complex,mature ideas,structures, andtechniques; it isdense andeconomical. Thewriter showsengagement with thetopic, and takesrisks to create animpact.

Meaning

- topic, purpose,stance- understandingof the topic- development- support

• topic is clear, butmay omit thesis;generallyunfocused andillogical

• littleunderstanding ofthe topic

• presentsinadequatematerial todevelop the topic

• details, examples,quotations are notclearly linked tothe topic

• topic is clear;thesis may beunfocused,purpose maywaver

• basicunderstanding;tends to summarize

• may be illogical orhard to follow inplaces

• difficultysupportingabstractions withconcrete examples;may rely on generalknowledge,emotion

• clear thesis

• soundunderstanding oftopic with somedepth in places

• clearly and logicallydeveloped

• relevant details andexamples to supportmain points

• clear, and oftenprovocative,thesis

• depth ofunderstanding;attempts tointerpret (ratherthan explain)

• developed withsome intellectualappeal;

• selectively usesresearch, detail,examples, andquotations tobuild anargument orcreate an effect

Style

- voice & tone- syntax- word choice- techniques

• little awareness ofaudience

• syntax is generallysimple; limitedrange of sentences

• word choice isrepetitive andcolloquial

• style is oftenimmature

• voice and tone maybe inconsistent

• some sentencevariety; may haveproblems withsubordination

• word choice isgenerally correct,but not concise

• often has difficultyusing thestructures andtechniques neededto express abstractideas; may beredundant

• appropriate voiceand tone

• varies sentencestructure

• word choice isvaried; takes somerisks with complexvocabulary

• evidence of somerisk-taking in usinga variety oftechniques for effect

• effective voiceand tone; mayuse humour,irony, satire

• variedsentences flowsmoothly;structuresappear to bechosen to createspecific effects

• word choicehelps to set toneand achievepurpose;economical;strong verbs,adjectives

• takes risks;showsoriginality,inventiveness


Form

- organizationand sequence- transitions- conclusion

• may have no clearorganization orstructure

• few transitions

• ending is oftenweak

• paragraphing isgenerally sound,order ofparagraphs may beineffective

• connections amongideas are often notclear

• conclusion is oftenvery short orformulaic

• carefully andlogically structured

• transitions makeexplicit connectionsamong ideas orsections

• explicit conclusionsfollows logicallyfrom the thesis,development

• structureappearsnatural andspontaneous

• well-chosentransitionscreatecontinuity andsmoothintegration ofmaterial

• satisfyingconclusionusually hassome “punch”

Conventions

- spelling- sentencestructure andpunctuation-usage

• includes frequentnoticeable errorsin basic sentencestructure andvocabulary thatdistract the readerand may

• includesnoticeable errorsthat may cause thereader to pause orreread; oftensurface errorscould be fixed by

• few errors; these donot affect meaning;appears to havebeen carefully editedand proofread

• few errors;these do notdistract thereader (mayonly benoticeablewhen thereader looksfor them)

This is the Ministry Performance Standard Quick Scale for Writing.


Expository Writing - Essay (6 point)

A • excellent organization that displays an engaging thesis, effective use of transitionaldevices, and effective use of support material that persuades and convinces the reader

• excellent control of language that displays sophisticated vocabulary and firm command ofwriting skills (such as parallel structure, subordination)

• excellent ability to interpret/develop ideas that show precision and/or originality• excellent mechanics with minimal errors in spelling, punctuation, sentence structure, or

grammar

B • very good organization that displays a strong thesis, effective use of transitional devices,and use of support material that persuades and convinces the reader

• very good control of language that displays strong vocabulary and command of writingskills (parallel structure, subordination)

• very good ability to interpret/develop ideas that show precision and/or originality• very good mechanics with minimal errors in spelling, punctuation, sentence structure,

grammar

C+ • good organization that displays a clear thesis, use of transitional devices, and use ofsupport material that attempts to persuade and convince the reader

• good control of language that displays adequate vocabulary and some command ofwriting skills (such as parallel structure, subordination)

• good ability to interpret/develop ideas that show some precision and/or originality• good mechanics with some errors in spelling, punctuation, sentence structure, or grammar

C • satisfactory organization that displays a thesis, inconsistent use of transitional devicesand use of support material

• satisfactory control of language that displays correct vocabulary and some command ofwriting skills (such as parallel structure, subordination)

• satisfactory ability to interpret/develop ideas that might show precision and/ororiginality

• some mechanical errors but meaning is clear. There may be evidence of editing andproofreading

C- • adequate organization that displays an attempt at a thesis, little use of transitionaldevices and minimal use of support material

• adequate control of language that displays simplistic vocabulary and limited command ofwriting (such as parallel structure, subordination)

• adequate ability to interpret/develop some ideas• mechanical errors that may impede meaning. Little evidence of editing and proofreading

F • little organization that displays no thesis, no use of transitional devices, and no orincorrect use of support material

• rudimentary vocabulary and writing skills (such as parallel structure, subordination)• not able to interpret/develop ideas• mechanical errors impede meaning. No evidence of editing and proofreading


Presentation of Ideas (4 point)


• selects excellent supporting evidence for a stronglyworded thesis

• organizes ideas effectively into a strong format(introduction, body, conclusion)

• shapes and edits material to persuade and convince• focuses material consistently


• selects evidence for a clearly worded thesis• organizes ideas into essay format (introduction, body,

conclusion)• shapes and edits material in an attempt to persuade and

convince• focuses material


• selects some evidence to support a thesis• organizes some material, but inconsistently• does some shaping and editing, but inconsistently• focus is inconsistent

Does Not YetMeetExpectations

• selects little or no evidence; thesis not apparent• shows little or no organization• shapes or edits little or no material• struggles to find focus


Presentation of Ideas (6 point)

Rating CriteriaA • selects excellent supporting evidence for a strongly worded thesis

• organizes ideas effectively into a strong format (introduction, body,conclusion)

• shapes and edits material to persuade and convince• focuses material consistently throughout

B • selects very good evidence for a strongly worded thesis• organizes ideas into strong essay format (introduction, body,

conclusion)• shapes and edits material that often persuades and convinces• focuses material

C+ • selects good supporting evidence for a clear thesis• organizes most ideas into an appropriate and balanced form

(introduction, body, conclusion)• shapes and/or edits material to support thesis• focuses most material

C • selects adequate supporting evidence for a stated thesis• organizes most ideas into an appropriate form• shapes and/or edits material in an attempt to persuade and

convince• focuses some material

C- • selects some (often inconsistently) evidence for a stated thesis• organizes some ideas• shapes or edits some material• focus of material is inconsistent

I • select rudimentary or no supporting evidence for aninadequate/confusing thesis

• shows little organization of ideas• shows little or no evidence of shaping or editing• struggles to find focus


Quality of Ideas (4 point)


• exhibits excellent, independent analysis/criticism• displays consistent variety, precision and/or originality• shows insight into human condition• consistently relevant• makes powerful connections to relevant historical and

contemporary examplesFully MeetsExpectations

• exhibits very good ability to engage in analysis/criticism• displays variety and precision of thought• shows awareness of the human condition• avoids irrelevance• makes good connections to relevant historical and

contemporary examplesMinimally MeetsExpectations

• exhibits ability to discuss questions• displays inconsistent variety, precision and/or originality• shows little awareness of the human condition• uses insubstantive generalizations• makes limited connections to relevant historical and/or

contemporary examplesDoes Not YetMeetExpectations

• struggles to discuss questions• rarely displays precision of thought• shows no awareness of the human condition• often off topic• does not make connections to relevant historical and/or

contemporary examples


Quality of Ideas (6 point)

Rating CriteriaA • exhibits excellent, independent analysis/criticism

• displays consistent variety, precision and/or originality• shows insight into human condition• consistently relevant• makes connections to relevant historical and contemporary examples

B • exhibits very good ability to engage in analysis/criticism• displays variety, precision and/or originality of thought• shows good awareness of the human condition• avoids irrelevance• makes good connections to relevant historical and contemporary examples

C+ • exhibits good ability to engage in some analysis/criticism• displays variety and precision• shows awareness of the human condition• is relevant• makes connections to relevant historical and contemporary examples

C • exhibits ability to engage in analysis/criticism• displays some variety and precision• shows some awareness of the human condition• uses mostly relevant material• makes some connections to relevant historical and contemporary examples

C- • exhibits ability to discuss questions/issues• displays inconsistent variety and/or precision• shows little awareness of the human condition• uses unsubstantiated generalizations• makes poor connections to relevant historical and contemporary examples

I • struggles to discuss questions/issues• rarely shows precision of thought• shows no awareness of the human condition• often off topic• does not make connections to human condition


Understanding of Subject (4 point)


• displays full range of understanding of material• selects detailed and accurate references to work• exhibits complete awareness of implications of question


• displays confident familiarity with work• selects accurate references to work• exhibits awareness of implications of question


• displays sufficient familiarity with some material• selects adequate reference to work• exhibits awareness of question, but deals with it

superficiallyDoes Not YetMeetExpectations

• not familiar with the material• no or incorrect reference to work• exhibits little understanding of question


Understanding of Subject (6 point)

Rating CriteriaA • displays excellent understanding of material

• selects detailed and accurate references to work(s)• exhibits complete awareness of implications of question/task

B • displays thorough understanding of material• selects appropriate and accurate references to work(s)• exhibits very good awareness of implications of question/task

C+ • displays confident familiarity with material• selects accurate references to work(s)• exhibits good awareness of implications of question/task

C • displays familiarity with material• selects adequate, though limited, references to work(s)• exhibits awareness of question/task

C- • displays familiarity with some of the material• selects adequate, though limited, references to work(s)• exhibits limited awareness of question/task

I • displays rudimentary understanding of material• no, or incorrect, references to work(s)• exhibits little, if any understanding of question/task


Use of Language (4 point)


• displays varied and effective use of language andsentence structures

• exhibits excellent word choice including transitions• has few, if any, grammatical errors (including spelling)


• displays varied use of language and sentence structure• exhibits good word choice including transitions• has consistent grammar with minor errors


• displays limited use of language, repetitive sentencestructure

• exhibits adequate word choice• has frequent grammatical errors but meaning remains

clearDoes Not YetMeetExpectations

• struggles for clarity and coherence, simplistic sentencestructure (often incorrect)

• words are often used incorrectly• has frequent grammatical errors that impede meaning


Use of Language (6 point)

Rating CriteriaA • displays varied and effective use of language and sentence

structures• exhibits excellent word choice including transitions• has few, if any, grammatical errors (including spelling)

B • displays varied use of language and sentence structure• exhibits very good word choice including transitions• has few grammatical errors, all minor

C+ • displays controlled use of language and sentence structure• exhibits good word choice including transitions• has few grammatical errors

C • displays adequate use of language and sentence structure• exhibits adequate word choice• has some grammatical errors

C- • displays limited use of language and repetitive sentence structure• exhibits inconsistent word choice• has frequent grammatical errors, but meaning remains clear

I • struggles for clarity and coherence; simplistic sentence structure(often incorrect)

• words are often used incorrectly• frequent grammatical errors that impede meaning


Language, Understanding, Ideas, PresentationCriteria Does Not Yet Meet

ExpectationsMinimally MeetsExpectations

Fully Meets Expectations

Use ofLanguage

• struggles for clarity andcoherence, simplistic sentencestructure (often incorrect)

• words are often usedincorrectly

• has frequent grammaticalerrors that impede meaning

• displays limited use oflanguage, repetitive sentencestructure

• exhibits adequate wordchoice

• has frequent grammaticalerrors but meaning remainsclear

• displays varied use oflanguage and sentencestructure

• exhibits good word choiceincluding transitions

• has consistent grammar withminor errors

Understanding ofSubject

• not familiar with the material

• no or incorrect reference towork

• exhibits little understandingof question

• displays sufficientfamiliarity with somematerial

• selects adequate reference towork

• exhibits awareness ofquestion, but deals with itsuperficially

• displays confidentfamiliarity with work

• selects accurate references towork

• exhibits awareness ofimplications of question

Quality ofIdeas

• struggles to discuss questions

• rarely displays precision ofthought

• shows no awareness of thehuman condition

• often off topic

• does not make connections torelevant historical and/orcontemporary examples

• exhibits ability to discussquestions

• displays inconsistent variety,precision and/or originality

• shows little awareness of thehuman condition

• uses insubstantivegeneralizations

• makes limited connections torelevant historical and/orcontemporary examples

• exhibits very good ability toengage in analysis/criticism

• displays variety andprecision of thought

• shows awareness of thehuman condition

• avoids irrelevance

• makes good connections torelevant historical andcontemporary examples

Presentationof Ideas

• selects little or no evidence;thesis not apparent

• shows little or noorganization

• shapes or edits little or nomaterial

• struggles to find focus

• selects some evidence tosupport a thesis

• organizes some material, butinconsistently

• does some shaping andediting, but inconsistently

• focus is inconsistent

• selects evidence for a clearlyworded thesis

• organizes ideas into essayformat (introduction, body,conclusion)

• shapes and edits material inan attempt to persuade andconvince

• focuses material


Critical ThinkingCriteria Not Yet Within

ExpectationsMinimally MeetsExpectations


Identifies and triesalternatives

does not test or seemaware of alternatives

tries some alternatives butinformation ignored andinconsistently used

understands alternativesand puts selectedalternatives to trial todetermine their utility

Abstracting andtransferring

struggles to identifyrelationships betweenabstract patterns; is notaware of abstract patterns

identifies limitedrelationships betweenabstract patterns; is awareof some abstract patterns

is aware of abstractpatterns and can identifymultiple relationshipsbetween them

Sorts Fact/Fiction orCritical ThinkingVocabulary

struggles to differentiatefact from opinion/fiction

differentiates fact fromopinion

differentiates fact fromopinion and selectsappropriate material forpurpose

Sensitive to OthersFeelings/Idea orFair Minded

unaware of othersfacts/ideas

aware of and willing toaccept some ideas/feelingsof others

works with others ideasand accepts their feelings

Categorizing orOrganizing

makes frequent errorscategorizing items

makes some errorscategorizing items

sorts items into a varietyof categories, seeksconnections

Being Open Minded own opinions/beliefsinterfere with reasoning;makes quick judgments

view material withoutmaking quick judgments;works to controlopinion/belief interferingwith reasoning

accepts material,“withholds judgments”,searches for other pointsof view


Historical Character Analyses (6 point)

Rating CriteriaA Outstanding. Insightful, thorough, and effectively written in expository

style. Uses evidence effectively. Goes beyond a surface interpretation tointerpret subtleties, consider motivation and relationships with otherpeople, speculate about alternative interpretations, and makeconnections to other historical events.

B Very good. Logical, thorough and clearly written in expository style.Includes accurate and relevant evidence; considers motivation andrelationships with other people; makes connections to other events.

C+ Good. Logical, consistent with historical facts and generally clearlywritten although style may lapse. Focuses on key qualities of theperson and provides some support from researched materials.Connection to other events tends to be obvious, often at a cursory orsurface level.

C Satisfactory. Tends to focus on obvious qualities of the person. Ideasare relevant and consistent with the research, but may not bedeveloped. Writing is generally clear, although there may be frequentlapses in expository style. Includes some evidence, but the connectionto the interpretation offered may be difficult to follow. Often omitsconnections to other events.

C- Marginal. Tends to focus on retelling person’s actions rather thanexplaining or interpreting. Generally consistent with the researchedmaterial, but often provides little evidence. May be somewhatconfusing and difficult to follow or relatively brief.

I Not demonstrated. Does not provide evidence of the required criteria.May be extremely short, inconsistent with the research, orinappropriately written, or may fail to address the topic, let alonecomplexities of the person.

Adapted from the Literature 12 IRP


Reading for Information (4 point)


• uses a wide range of strategies* to figure out technical words• accurately identifies and synthesizes main ideas; locates

relevant material to respond to questions or tasks• recognizes relationships between ideas; makes insightful

interpretations and inferences that are supported by specificevidence

• synthesizes information with prior knowledge and beliefs;questions and evaluates information in terms of priorknowledge and beliefs


• uses appropriate strategies* to figure out technical words• accurately identifies or restates main ideas; locates material to

respond to questions or tasks• recognizes relationships between ideas; makes some

interpretations and inferences that are supported by specificevidence

• makes logical connections between new material and priorknowledge and beliefs; questions and evaluates someinformation in terms of prior knowledge and beliefs


• may use a dictionary or some strategies* to figure out technicalwords

• identifies and restates main ideas; locates limited material torespond to questions or tasks

• recognizes limited relationships between ideas; makes limitedinterpretations and inferences that have limited supportingevidence

• connects new information with prior knowledge and beliefs;offers limited (and often incorrect) comparison of newinformation in terms of prior knowledge and beliefs


• does not figure out technical words• identifies some main ideas, but struggles to restate in own

words; locates little material to attempt response to questionsor tasks

• needs help to find relationships between ideas; missesinterpretations and inferences

• attempts to connect new information with prior knowledgeand beliefs; creates illogical or unsupported judgments of theinformation in terms of prior knowledge and beliefs

• adapted from the B.C. Performance Standards• strategies may include accessing background knowledge about the topic, figuring out

unknown words, self-monitoring and self-correcting, connect what is read with whatis already known, summarize what has been read, determine the most importantideas and the relationship between them, using context clues, using visual aids suchas charts, maps and graphs.


Reading for Information (6 point)

Adapted from B.C. Reading Performance Standards : Ministry of Education, 2000

A • confidently use a range of strategies* to figure out technical words and/or specializedvocabulary

• accurately identify and synthesize main ideas; locate relevant material to respond toquestions or tasks

• recognize relationships between ideas; make insightful interpretations and inferences thatare supported by specific evidence

• synthesize information with prior knowledge and beliefs; question and evaluateinformation in terms of prior knowledge and beliefs

B • use a range of strategies* to figure out technical words and/or specialized vocabulary• accurately identify and restate main ideas; locate relevant material to respond to

questions or tasks• recognize relationships between ideas; make some interpretations and inferences that are

supported by specific evidence• make logical connections between new information and prior knowledge and beliefs;

question and evaluate information in terms of prior knowledge and beliefs

C+ • use appropriate strategies* to figure out technical words or other specialized vocabulary• accurately identify and restate main ideas; locate some relevant material to respond to

questions or tasks• recognize some relationships between ideas; make some interpretations and inferences

that are at least partially supported by specific evidence• make some logical connections between new information and prior knowledge and beliefs;

question and evaluate some information in terms of prior knowledge and beliefs

C • uses some strategies* to figure out technical words or other specialized vocabulary• identify and restate most main ideas; locate some relevant material to respond to

questions and tasks• recognize limited relationships between ideas; make some interpretations and inferences

that have some supporting evidence (often simplistic and incomplete)• connect new information with prior knowledge and beliefs; offer some simple comparisons

of new information about a topic and prior knowledge and beliefs

C- • analyze word parts; may use a dictionary for technical words and/or specializedvocabulary

• identify and restate most main ideas; located limited material to respond to somequestions and tasks

• recognize some relationships between some ideas; make limited interpretations andinferences that have little supporting evidence

• connect new information with prior knowledge and beliefs; offer limited (and oftenincorrect) comparisons of new information about a topic and prior knowledge and beliefs

F • needs to figure out word; does not use a dictionary for technical or specialized words• identify some main ideas, but not be able to restate in own words; locate limited material

to respond to limited questions and tasks• needs help to find relationships between ideas; misses interpretations and inferences• tries to connect new information with prior knowledge and beliefs; create illogical or

unsupported judgements or evaluation of the information*Strategies may include accessing background knowledge about the topic, connecting what isread with what is already known, figuring out unknown words, summarizing what has beenread, self-monitoring and self-correcting, determining the most important ideas and therelationship between them, using context clues, using visual aids such as charts, maps andgraphs.


Reading Historical Fiction (4 point)


• uses multiple strategies* that access historical knowledge topredict, interpret and evaluate

• comprehends and analyzes location, character, events, trends,and their relationships

• makes insightful inferences supported by detailed evidence• makes informed judgments and analyses with reasoned

arguments• shows excellent ability to be empathetic to the experiences of

others


• uses some strategies* that access historical knowledge topredict, interpret and evaluate

• comprehends and explores location, character, events, trends,and their relationships

• makes inferences supported by detailed evidence• makes judgments and analyses with reasoned arguments• shows good ability to be empathetic to the experiences of

others


• uses limited strategies* that access historical knowledge topredict, interpret and evaluate

• comprehends location, character, events, trends, and theirrelationships

• makes simple inferences supported by detailed evidence• offers judgments and analyses with reasoned arguments• shows some ability to be empathetic to the experiences of

others


• struggles to access historical knowledge• demonstrates limited comprehension of people, location, events• makes few rudimentary inferences• makes vague or no judgments with little or no supporting

evidence• shows no empathy to the experiences of others

Adapted from the B.C. Reading Performance Standards: 2000.

*strategies may include- reflecting and responding- making personal connections to the text- making predictions- making mental pictures- determining the most important events and details and making connections between them- identify and interpret literary elements- make inferences and draw conclusions


Reading Historical Fiction (6 point)

Adapted from B.C. Reading Performance Standards: Ministry of Education, 2000A • use strategies* that access historical knowledge to predict, interpret, and evaluate

• comprehend and analyze setting, character, events, themes, and their relationships• make insightful inferences supported by detailed evidence• make excellent judgments and analyze with reasoned arguments based on historical

knowledge• show excellent ability to be empathetic to the experiences of others

B • use strategies* that access historical knowledge to predict and interpret• comprehend and perform analysis of setting, character, events, themes, and their

relationships• make inferences supported by detailed evidence• offer very good judgments and analysis with detailed supporting evidence• show very good ability to be empathetic to the experiences of others

C+ • use strategies* that access historical knowledge to predict and attempt to interpret• comprehend setting, character, events, themes and their relationships• make inferences supported by reasons and examples• offer good judgements with supporting evidence• show good ability to be empathetic to the experiences of others

C • use strategies* that access historical knowledge to predict• comprehend setting, character, events and some of their relationships• make simple inferences supported by some specific evidence• offer satisfactory judgements with some supporting evidence• show some ability to be empathetic to the experiences of others

C- • use strategies* that access limited historical knowledge to predict• comprehend setting, character, events• make simple inferences with some supporting evidence• offer judgements or reasons with some supporting evidence• shows little empathy to the experiences of others

F • demonstrates little awareness of history• demonstrates limited comprehension of character, setting, events• makes few rudimentary inferences• offers vague or no judgements with no supporting evidence• shows no empathy for the experiences of others

*strategies may include• reflecting and responding• making personal connections to the text• making predictions• making mental pictures• make inferences and draw conclusions

• determining the most important events anddetails and making

• connections between them• identify and interpret literary elements


Group Work (4 point)


• contributes ideas and suggestions, offers feedback, posesquestions, offers clarification, and synthesizes material

• uses voice and physical expression to build communication,enhance both speaking and listening

• shapes the way the group works, initiates, develops and sustainsinteractions so that the group works harmoniously, takes on avariety of roles to help solve conflict

• plans, monitors and analyzes interactions, understands his/herown preferences and biases

• uses established criteria to self-evaluate with depth and insight


• contributes ideas and suggestions, offers feedback, posesquestions, offers clarification

• uses voice and physical expression to build communication,• takes part in group discussion, follows rules for working with

others, willingly takes roles assigned by group• shows awareness of strategies to improve communication,

understands dynamics of group• uses established criteria to accurately self-evaluate

MinimallyMeetsExpectations

• contributes ideas that may be unconnected to group ideas, offerssuggestions but little or no elaboration

• makes eye contact, often speaks randomly or echoes others’words

• struggles to take part in group discussion, relates the activity topersonal experiences by telling stories, hesitates to take roleassigned

• recognizes the effects of words and actions; often has anunrealistic view of his/her contribution

• uses established criteria to work towards accurate self evaluation


• contributes few, if any, ideas; may sit silently or talk aboutunrelated material

• unable or unwilling to build positive communication• unaware of how his/her behaviour affects others; may be

disruptive, aggressive, uninvolved or easily frustrated• shows little understanding of how to work with others• ignores established criteria to self evaluate; creates unrealistic or

inaccurate evaluation


Speaking and Listening in a Small Group Discussion

Rating CriteriaStrong • uses voice and physical expression, and may use non-verbal cues to

build communication• chooses clear and precise words and uses specific language

appropriately• varies language for effect and audience, using tentative and inclusive

language• works comfortably with group and helps develop and sustain

group’s interactions• offers clarification, elaboration, explanation, feedback, suggestions,

hypotheses, questions and synthesis as needed

Good • voice easily heard and understood and may use non-verbal cues foreffect

• chooses clear words and may occasionally experiment with moresubtle or specific language

• may use some tentative and inclusive language• works comfortably with group and contributes to social dynamics• often makes suggestions and asks questions or adjusts his or her

thinking after listening to others

Competent • voice can be heard and understood, tries to make eye contact, andoccasionally uses body language

• may have difficulty using complex or unfamiliar language• may use some inclusive language• takes part in group discussion an follows basic rules for working

with others• contributes some ideas and suggestions to the group

Developing • voice unclear or difficult to hear at times, with little variation in toneand expression

• little eye contact• relies on familiar language and often uses vague or general words• shows some awareness of the responsibilities of contributing to a

group• offers ideas that may not connect with those of others, and may not

be able to explain or clarify ideas

From the B.C. English 11-12 IRP; based on the reference set Evaluating Group CommunicationSkills Across the Curriculum


Group Work (6 point)

Adapted from the Reference Set Evaluating Group Communication Skills Across Curriculum,Ministry of Education, 1995

A • contribute ideas and suggestions, offer feedback, pose questions, offer clarification andsynthesize material

• use voice and physical expression to build communication, enhance both speaking andlistening

• shape the way the group works, initiate, develop, and sustain interactions so that thegroup works harmoniously, take on a variety of roles to help solve conflict

• independently plan, monitor and analyze interaction, understand his/her own preferencesand biases

B • contribute ideas and suggestions, offer feedback, pose questions, offer some clarificationand synthesize some material

• use voice and physical expression to build some communication• help to shape the way the group works, take responsibility for group process, be

responsive to other group members• plan, monitor and analyze key features of interactions, understand some of his/her own

preferences and biases

C+ • contribute some ideas and suggestions, take part in brainstorming sessions, addinformation to others’ suggestions

• make some eye contact, use body language for emphasis• take part in group discussion, follow rules for working with others (taking turns, listening),

willingly take role assigned by group• show awareness of strategies to improve communication, understand dynamics of group

C • contribute some ideas, show interest in others’ ideas, add limited information to others’suggestions

• make some eye contact, use some body language, often repeat favourite words, or echoothers’ words

• take part in group discussion, work with others, accept role assigned• show limited awareness of strategies to improve communication, may take some

responsibility for group successes and problems

C- • contribute ideas that might be unconnected to group ideas, offer suggestions but have littleor no elaboration

• make little eye contact, often speak randomly• struggle to take part in group discussion, relate the activity to personal experiences by

telling stories, hesitate to take role assigned• recognize the effects of words and actions, often have an unrealistic view of his/her

contributions

F • contribute few, if any, ideas; may sit silently or talk about unrelated material• be unable to build positive communication through voice or physical expression• be unaware of how his/her behavior affects others, be disruptive, aggressive, uninvolved

or easily frustrated• have little understanding of how to work with others


Assuming a Role (4 Point)


• develops a keen sense of the character’s personality traits• generates insightful and realistic responses to historical or

topical issues• recognizes and displays a variety of concerns or beliefs about

historical material• assumes effective body language and dialect (if applicable)


• develops a strong sense of the character’s personality traits• generates realistic responses to historical or topical issues• recognizes and displays concerns or beliefs about historical

material• assumes body language and dialect (if applicable)


• develops a sense of the character’s personality traits• generates responses to historical or topical issues• recognizes and/or displays some concerns or beliefs about

historical material• attempts to use body language and dialect (if applicable)


• few or no character traits developed• struggles to generate responses to historical or topical issues• fails to recognize or displays concerns or beliefs about

historical material• no attempt to use body language and dialect (if applicable)


Assuming A Role (6 Point)

Rating CriteriaA • develops a keen sense of the character’s personality traits

• generates insightful, realistic responses to historical or topical issues• recognizes and displays a variety of concerns or beliefs about historical

material• assumes effective and consistent body language and dialect (if applicable)

B • develops a strong sense of the character’s personality traits• generates thoughtful and realistic responses to historical or topical issues• recognizes and displays multiple concerns or beliefs about historical

material• assumes effective body language and dialect (if applicable)

C+ • develops a good sense of the character’s personality traits• generates realistic responses to historical or topical issues• recognizes and displays concerns or beliefs about historical material• assumes consistent body language and dialect (if applicable)

C • develops a sense of some character’s personality traits• generates some realistic responses to historical or topical issues• recognizes and/or displays a variety of concerns or beliefs about historical

material• uses body language and dialect, but inconsistently (if applicable)

C- • develops a limited sense of some character personality traits• generates responses to historical or topical issues• shows minimal recognition of concerns or beliefs about historical material• attempts to use body language and dialect (if applicable)

I • few or no character traits developed• struggles to generate responses to historical or topical issues• fails to recognize or display concerns or beliefs about historical material• no attempt to use body language and dialect (if applicable)


Alternative Role Play Rubric

Rating Criteria

A

Goes beyond requirements of the task. Criteria consistently met at a stronglevel. The message is clear and easily understood by peers as well as teacher.Includes descriptions to refine and enhance the message or add interest to theinteraction. Language shows some flow and may include vocabulary andpatterns not practiced in class. Pauses do not interfere with message. There isa clear sense of interaction - the student recognizes and responds to simplelanguage and patterns. May ask for a specific word or phrase and be able touse it effectively to continue the communication.

B

Criteria met during most of the role play. Most of the message is clear,appropriate, and easy to follow by both peers and teacher. Includes somedetail. Tends to rely on and repeat simple sentences and patterns. Mayinclude frequent pauses, most often at the end of a phrase or sentence. Thereis a sense of interaction, with the student able to recognize and respond tosimple questions and prompts.

C+/C

Criteria met for parts of the role play. Some points are clear, but others requireeffort on the part of the listener and may be difficult for peers to understand.Tends to repeat simple patterns with few details. The student is able tocommunicate for very short periods with frequent hesitations and extendedpauses. Little sense of interaction - tends to be focused on own efforts andmay have difficulty recognizing and responding to prompts and questionsfrom partner.

C-

Attempts to address most criteria. Offers appropriate information, but partsmay be incomprehensible or delivered out of character. May be very brief, anddeals with requirements in a cursory fashion. Speech may be halting, andpauses often interfere with communication. Errors in language impede parts ofthe communication. Little evidence of effective language strategies.

F Does not demonstrate listed criteria. Message may be incomprehensible,inappropriate or extremely brief.

From the B.C. German IRP


Visual Presentation of Material (4 point)

(posters, timelines, gameboards, etc.)

Rating Criteria

ExceedsExpectations

• demonstrates thorough learning about subject• includes all key information and/or facts• creates effective visual impact (including spatial organization,

choice of materials, colour, shape, etc.)• displays excellent and appropriate skills (mapping, labelling)


• demonstrates good learning about subject• includes key information and/or facts• creates good visual impact (including spatial organization,

choice of materials, colour, shape, etc.)• displays good and appropriate skills (mapping, labelling)


• demonstrates adequate learning about subject• includes adequate information and/or facts• creates visual impact (including some spatial organization,

adequate choice of materials, colour, shape, etc.)• displays adequate skills (mapping, labelling)

Does Not YetMeet Expectations

• demonstrates little learning about subject• includes little or incorrect information and/or facts• struggles to create effective visual impact (poor organization,

choice of materials, colour, shape, etc.)• displays inadequate or incorrect skills (mapping, labelling)


Visual Presentation of Material (6 point)

(posters, timelines, gameboards, etc.)

Rating Criteria

A• demonstrates thorough learning about subject• includes all key information and/or facts• creates effective visual impact (including spatial organization, choice of

materials, colour, shape, etc.)• displays excellent and appropriate skills (mapping, labelling)

B• demonstrates very good learning about subject• includes key information and/or facts• creates very good visual impact (including spatial organization, choice of

materials, colour, shape, etc.)• displays very good appropriate skills (mapping, labelling)

C+• demonstrates good learning about subject• includes good information and/or facts• creates good visual impact (including spatial organization, choice of

materials, colour, shape, etc.)• displays good skills (mapping, labelling)

C• demonstrates adequate learning about subject• includes relevant information and/or facts• creates visual impact (including spatial organization, choice of materials,

colour, shape, etc.)• displays consistent skills (mapping, labelling)

C-• demonstrates limited learning about subject• includes limited information and/or facts• creates inconsistent or limited visual impact (weak use of space, choice of

materials, colour, shape, etc.)• displays inconsistent or inappropriate skills (mapping, labelling)

I• demonstrates little learning about subject• includes inadequate or incorrect information and/or facts• struggles to create visual impact (poor organization, choice of materials,

lack of colour, random shape, etc.)• displays inadequate or incorrect appropriate skills (mapping, labelling)


M.O.E. Assessment Resources

For other assessment and evaluation ideas, consult these Ministry of EducationResources:

Integrated Resource Packages (IRPs)• column three of the main body of the IRP• appendix D

BC Performance Standards• Reading• Writing• Social Responsibility

The Assessment Handbook Series• Performance Assessment• Portfolio Assessment• Student-Centred Conferences• Student Self Assessment

Check the Ministry of Education website for ongoing information and down-loadable assessment packages as they become available.

www.bced.gov.bc.ca


(Mostly) Canadian Web Sites for Social Studies

Map SitesMap Quest www.mapquest.comEducational Enhancements www.edenhance.com/mapproj.htmNational Atlas www.atlas.gc.caNational Geographic www.nationalgeographic.com/maps/

index.htmlVirtual Fieldtrips www.colorado.edu/geography/

virtdept/contents.html

Earth ScienceCanadian Geographic www.canadiangeographic.caGeographic Names of Canada www.geonames.nrcan.gc.caMeteorological Service of Canada www.msc-smc.ec.gc.ca/index ecfmGeographic Learning Site http://geography.state.gove/

index.htmlEnvironment Canada Weather www.weatheroffice.comCanadian Hurricane Centre www.atl.ec.gc.ca/weather/hurricane

AstronomyNASA www.nasa.gov

www.visibleEarth.nasa.govSpace Weather www.spaceweather.comSpace Watch www.space.comSatellite views www.sec.noaa.gov/pmap/

pmapN.htmlHubble Satellite www.hubble.stsci.edu/

First NationsUniversity of Alberta Home page www.ualberta.ca/-bleeck/canada/Community Learning Network www.cln.org/themes/fn history.htmlHistory of Native Groups http://collections.ic.gc.ca/

heirloom_series/volume2/volume2.htm

Indian and Northern Affairs Canada www.inac.gc.ca/pr/pub/fnc/indexe.html

ExplorersCanadian Museum of Civilization www.vmnf.civilization.ca/explorer/

xplcd.htmlOur Heritage Home Page www.ourheritage.net


Environmentalism and AnimalsClimate voice www.climatevoice.orgEco-Portal www.eco-portal.comEnvironmental Directory www.webdirectory.comGreen Map systems www.greenmap.orgGreenpeace www.greenpeacecanada.orgNature Conservancy www.natureconservancy.caDavid Suzuki Foundation www.davidsuzuki.orgTrees for Life www.trees4life.caGlobal climate Change www.climatechange.gc.caEnvironmental News Network www.enn.comCanadian Wildlife Service www.cws-scf.ec.gc.ca/Canadian Aquatic Environments www.aquatic.uoguelph.caWorld Wildlife Fund www.wwf.caCanadian Nature Federation www.cnf.ca

History and CanadianaCanadian Museum Database http://daryl.chin.gc.ca/

Museums/English/index_top.htmlWorld Hyperhistory www.hyperhistory.com/online_n2/

History_n2/a.htmlCitizenship and Immigration http://www.cic.gc.caEarly Canadiana Online www.canadiana.org

Non-Government OrganizationsAmnesty International www.amnesty.orgNATO www.nato.intUnited Nations www.un.orgWorld Health Organization www.who.int or www.who.ch

This is just a small sample. Many others exist and are easy to find. Go to anysearch engine, such as google or ask jeeves and type in the keywords. (Ex.NATO or United Nations, or Supreme Court.) This is by far the easiest way tolocate all sorts of great information. Or, assign the job of researching to yourstudent and compile a class list of great websites over the course of the semester.Remember: check your sources and be aware of bias.


Historical Fiction

Reading about history through fiction is an easy and fun way to learn about thepeople and events of a period in history. The following lists some titles forpotential use in the classroom. These could be read as a class, suggested asadditional reading to interested students or read aloud over time by theteacher/students in the class as a break from the regular routine. For each book,the title and author has been provided. Where possible, additional information isalso included.

Individual Novels

Isobel Gun by Audrey ThomasAbout an Orkney girl who enters the fur trade on the Bay posing as a youngman. Penguin Books. Visit www.penguin.ca for more information.

Redcoat by Bernard CornwellSet in 1777 where Philadelphia has fallen to the British during the AmericanRevolution.

Black Robe by Brian MooreIt really is better than the movie.

Alias Grace by Margaret AtwoodThis is a very long novel, but provides excellent information about UpperCanada in the 1800s as a young servant girl is convicted for the murder of heremployer. Based on a true story.

The Last Spike by Pierre BertonOK, so it isn’t fiction. It is still a great read about an epic time in Canadian history.

The Hollow Tree by Janet LunnPhoebe Alcott flees to Canada as a Loyalist during the American Revolution afterher cousin has been executed as a Loyalist and her father is killed while fightingfor the rebels.

A Question of Loyalty by Barbara GreenwoodAbout the 1837 Rebellion in Canada.

The Jade Peony by Wayson ChoyThis novel depicts Vancouver’s Chinatown in the 1930s and 1940s; it shows therealities of pre-and-during WW2 for this group of people.


Who Has Seen the Wind by W.O. MitchellThis is about growing up on the Canadian Prairies, partially during theDepression years.

In the Skin of a Lion by Michael OndaatjeThe novel depicts the immigrant population of Toronto during the boom yearsduring the early 1900s.

Broken Ground by Jack HodginsThis book describes a group of families, whose men all fought in WWI. Theyattempt to deal with post war trauma while settling the wild Comox Valley onVancouver Island in the years immediately following the Great War.

The Trade by Fred StensonDescribes life in the fur trade immediately after the merger of the Hudson’s BayCompany and the North West Trading Company.

Obasan by Joy KogawaThis novel tells the story of a Japanese-Canadian family and their trials andtribulations during the internment years of WWII.

Series

The Horatio Hornblower series by C.S. Forster. This series covers the timeperiod from 1794 to 1847 and tells the tale of a midshipman (and his rise) in theBritish Navy. Midshipman is the first book in the series.

The Aubrey/Maturin series by Patrick O’Brian. Jack Aubrey is a new captain inthe British Navy and Stephen Maturin is his ship’s surgeon. Maturin is also a spyfor the English Government. This series takes place during the Napoleonic Wars.Master and Commander is the first book in the series.

The Captain Drinkwater series by Richard Woodman. He writes about theNapoleonic Wars period. The Flying Squadron is the first book in the series.

The Sharpe series by Bernard Cornwell are about the adventures of a Captain inthe British Army fighting the Napoleonic Wars. Sharpe’s Rifles is the first novel inthe series.


Field Trip Ideas

Field trips can be a wonderful way to make history and geography come alivefor our students, so often they are worth the extra work made necessary byadditional planning and organizing. The following details a list of LowerMainland field trip locations:

Grade Nine• X’a:ytem Sto:lo Nation Longhouse Interpretative Centre (Hatzic Rock)• Vancouver Art Gallery to see Emily Carr paintings• Museum of Anthropology at UBC (especially the longhouse)

Grade Ten• Royal B.C. Museum in Victoria• Law Courts• Fort Langley via the Fraser River on the New Westminster Paddlewheeler• Irving House in New Westminster (1860s house)

Grade Eleven• Sun-Yat-Sen Gardens and Chinatown/Japantown• Port of Vancouver• Brittania Beach Mine• Mill Tours• Holocaust Museum• Japanese Canadian National Museum• Legislative Buildings in Victoria

When planning a field trip, make sure to discover the protocols established inyour school. Often there are pre-made organization forms or permission formsthat are ready for use. These usually include information such as• location and or title of field trip• theme or topic• length of the trip• school contact information (phone, fax, email address, contact person)• cost• description of event• list of necessary supplies• other information or comments• parent permission space and, if applicable, liability waiver


Video Resources

The following videos are available for use at Winslow Centre. This is only apartial list, so checking the A/V Loans catalogue in your library might be of helpas well. A/V resources can also be ordered on line.

Grade Nine971.01 COU970.004 FIR971 FIR940.2 AGE944.04 FRE305.8 HUM941.08 IND944.04 FRE941.07 IND973.5 BEF973.3 DEC

Coureurs de Bois: New France and the Fur TradeFirst Nations PortraitsThe First NationsThe Age of Discovery (1400-1500)French Revolution: Birth of New FranceHuman Rights, Human WrongsIndustrial Revolution in EnglandFrench Revolution: the Death of an Old RegimeThe Industrial RevolutionAmerica Before the RevolutionDeclaration of Independence and War

Grade Ten971.04 GAB971.004 HEA971.05 RIE971.05 LAS971.01 UPP917.15 QUE971.01 TRA971.1 FOR971.1 FRA971.04 NEW971.17 BAR328.71 CAN971 CDN

Gabriel DumontHead-Smashed-In Buffalo JumpRiel (series)The Last SpikeUpper Fort Garry: The End of the Fur TradeQuebec and the Atlantic ProvincesTrade for Furs; the BeginningFort LangleyFraser Gold!The Newcomers: 1847BarkervilleCanadian and American Governments: A ContrastConfederation


Grade Eleven971.4 ACT940.54 CAN971.004333.95 FIS349.71 HOW328.71 HOW355 SHA940.4 BAT342.71 CAN305.8 CAN302.23 PRO333.7 CAN

Action: the October Crisis of 1970Canada’s Coming of Age 1939-1945 (kit)First Nations: A Circle Unbroken (series)Fish SustainabilityHow Laws are MadeHow Parliament WorksShadows of War, Faces of People: Canada’s PeacekeepersThe Battle of Vimy Ridge (series)Canada’s Charter of Rights and FreedomsThe Canadians: The Japanese Community Parts 1 and 2A Propaganda Model of the Media/ Alternative MediaCanada’s Wealth: Using our Natural Resources


Other Resources, Teacher’s Guides and Kits

Many of the following resources and kits are very useful for teaching SocialStudies. Check with your department head to see if your school has purchasedany of them or has alternatives.• What’s the Deal with Treaties? An educational kit on treaty making in B.C.• Canada: A People’s History (a visual encyclopedia of our nation’s history by

the CBC)• Our Shxwell is All Around Us: Archaeology and Sto:lo Culture• Nisga’a Final Agreement• Poverty: It’s Local, It’s global (BCTF teacher guide)• The Beaver (magazine)• Shaping a Livable Region (Greater Vancouver Regional District Curriculum

Project)• We Are Canadians: the CRB Heritage Project (multi-media kits)• Origin video series• Exploration Canada (teacher resource book)• Canadiana Scrapbooks• The Canadian Series of Jackdaws• Celebrating the Mosaic (resources and lessons by BCTF’s Consortium on

Diversity in Education)• Cases for Teaching in the Secondary School• Native Soldiers/Foreign Battlefields (Government of Canada Foreign Affairs)• Pacific Rim Discovery: A Teacher’s Resource• Mining in B.C. Resource Kit by the Mining Association of British Columbia• Our Canadian Government (ISBN 1-55035-661-5) for a basic presentation of

government• Being Canadian: Language for Citizenship (ISBN 0-13-447319-1)• Gateway to Canada (ISBN 0-19-541152-8)• Canada: A Growing Concern (ISBN 0-88996-130-1)


Plagiarism

Plagiarism is the taking or passing off another person’s ideas or words as one’sown.During the creation of assignments, students are often urged to researchmaterial and include findings in their work. Sources should be cited (in abibliography) on all ideas or direct quotations acknowledged. Failure to do thisusually constitutes plagiarism.

How to avoid plagiarism

Teachers• Do not repeat assignments very often. This means you must have a large

bank of essay and research topics, or topics must be created each term.• Have essays written in class (topics may be given in advance, but the actual

writing is performed in one period; if note cards are permitted, they must besubmitted with the paper)

• Create assignments that compare two like or unlike sources (for example,compare Louis Riel’s quest for power to that of Hitler’s)

• Insist on a Works Consulted Page (bibliography) that shows all sources ofinformation (use the “Documenting Your Research” handout included in thissection)

• Accept only papers written in the format set out in the APA or MLAbibliography style manuals

• Control allowed resources• Teach your students how to take research notes by going through examples

of acceptable and not acceptable reworkings of information (use theexamples given in this section or create your own)

• Teach your students how to “give credit where credit is due” by practicingquotation and citation procedures

• Create assignments that do not rely on writing as a major component (e.g.,Create a game that depicts the development of the fur trade)

• Display a poster that identifies what constitutes intellectual dishonesty (betteryet, have students create and display the poster)

• Insist that printed copies of all electronic material be handed in with the paper• Share this entire section with your students

How to Detect PlagiarismAs students become more adept at accessing information, they may be temptedto “borrow” some of that material for a project. Detecting that the materialmight be plagiarized is becoming more difficult.


Suggestions to help decide if the work is plagiarized• Collect in-class samples of work in September and use these as references to

check• Vocabulary sophistication• Syntax• Intellectual level• Organization of any suspected work

• Be aware of any sharp shifts of topic as often students will alter a topic tobetter fit a plagiarized paper

• Check cited works or submitted notes to see if the student has struggled withreworking information

• Keep a bank of examples of plagiarism from previous years; this should bereviewed periodically

• Have a private conference with a student, asking for clarification ofvocabulary or ideas (if a student struggles for answers, question why)

Plagiarism Examples: Acceptable and Unacceptable

OriginalThe following is an excerpt from “The War of 1812” by Bill Willson (PortMoody).Brock was a young English general who was given the tough job of defending Canada. Hewas an impressive man, standing over six feet tall, a champion boxer, and swimmer. Hisfair and friendly attitude towards his men inspired them to follow him. (In those times,ordinary soldiers and seamen were often cruelly treated by their superiors.) His strongand daring leadership rallied Canada’s men to fight.

Not acceptableBrock, who was given the job of defending Canada, was a tall English Generaland a champion boxer and swimmer. He was different from most other militaryleaders of his day because he was fair and friendly, inspiring his men to followhim. This leadership rallied Canada’s men to fight.• Material is often copied from the original• Paraphrasing is too close to the original

Not acceptableGeneral Brock was given the difficult task of defending the colonies of Canada.He was a most impressive individual, a champion swimmer and boxer whostood over six feet tall. In those days, fighting regiments were often treatedpoorly by their leaders, but Brock had a fair and friendly attitude towards hismen. This daring leadership inspired his men to follow him.• Voice and ideas too close to the original• Paraphrasing too close to the original


AcceptableOne of Canada’s first military heroes, General Brock caused many future leadersto consider how to treat their forces. In a time when most soldiers and sailorswere treated cruelly by their superiors, Brock inspired his men by exhibitingboth friendly and fair behaviour. His unique leadership style helped him formdedicated units that would go on to score decisive victories over their Americanopposition.• Ideas and voice different from original• Material selected from original to support new ideas

Websites to be aware of• http://www.planetpapers.com/• http://campus.fortunecity.com/bates/340/• http://www.linknation.com/• http://users.ntplx.net/~pffarris/essays/index2.htm• http://www.screw-essays.com/• http://www.givemenotes.com/messageboard.html• http://www.geniuspapers.com/• http://www.essay.web.com/• http://www.essaysearch.com/welcome.html• http://papercamp.com/free_essays.htm• http://www.atlantic.net/~tenor/essays.htm• http://www.4essays.com/• http://www.cyberessays.com/• http://www.12000papers.com/• http://www.eduenow.com/• http://www.essaypage.com/• http://www.essay.org/• http://www.essaydepot.com• http://www.netessays.net/• http://www.essayworld.com/• http://www.awerty.addr.com/essays.html• http://www.bignerds.com/• http://www.schoolsucks.com/• http://www.whitenight.com/url/archive.htm

Most of these are free; some require money to gain access.

If you want to search yourself, try ALTA VISTA or METACRAWLER and searchfor ‘essay’, ‘free essay’, ‘school essay’. Typing in wording that appears copiedwill often identify the paper as well.


Documenting Your Research

Whenever you use an idea or information that is not your own, you must givecredit to the author and/or source. This brief guide, based on the MLAStyle (Modern Languages Association), will help you credit the most commonsources. Refer to The MLA Handbook for Writers of Research Papers, 5th ed.,1999 for complete information.

Sources are cited in 2 waysWorks Consulted• Formerly called the BIBLIOGRAPHY -- is a separate page or pages at the end of

your paper. It fully documents all the sources that were researched. (Title the page“WORKS CITED” if all sources are cited in the text.)

In-Text Citations• Formerly called FOOTNOTES, NOTES, OR ENDNOTES - are placed in the text of

your paper to indicate exactly which paraphrased ideas or quotations were usedfrom each source. In-text citations clearly point to full documentation in the “WorksCited” or “Works Consulted” page.

• If the author’s name is included in the sentence, it is not repeated in the parentheticalpage citation:

Fitzhenry has argued this point (136-89).This point has been well documented (Fitzhenry 136-89).

• Quotation marks indicate exact words of another author:Cats are “a reward and comfort to all” (Fitzhenry 160).

• Quoting an author who has been quoted by another author:Cats are “sent to comfort the world” (Smith qtd. in Fitzhenry 23).

• If a quotation is more than 4 lines of text or more than one complete sentence, leavea blank line before the quote, use indents, single space the quotation, and do not usequotation marks. (Note: the period is before the page number in this case.):

Smith adds thoughts and strategies about cat care in her very successful manualof care:

Cats are very independent and cannot be easily trained.Some animal trainers have successfully trained cats usingvery unique methods which require great patience and respectfor the cat. If the trainer hopes to be successful, he or she mustbegin when the cat is very young. (235)


• Collect “documentation data” for every source that is consulted. If information fromsome of the sources is not used, it can easily be removed from the “WorksConsulted” page. There are many ways to make collecting the source data easier.Your teacher or teacher-librarian may ask you to use a specific method.

General Rules for “Works Consulted” or “Works Cited” Page(s)

Please note: the following rules demonstrate the format of the works cited page.

Items are arranged alphabetically IN ONE LIST by the last name of the author,or the first name of the title if there is no author. Use the second word in a title beginning with “A”, “AN”, or “THE”. Do not number the list. This list is in alphabetical order.

The first line of each entry begins at the left margin. Each following line is indented five spaces. Single space each item, but leave a space between items. This is an example of the rule.

The alphabetical list of sources credited is placed at the end of the report on a separate page and is titled WORKS CITED or WORKS CONSULTED.

Underline or italicize titles of books, magazines, newspapers, encyclopedias (print or on-line or CD-ROM), and AV materials. (Beware - italics are often

not clear.)

Punctuation and capitalization are important. Follow the examples on the following pages carefully. Do not try to memorize: always consult the guide.

Shorten the publisher’s name - e.g. Macmillan Publishing Company of Canada becomes Macmillan.


Print Sources

Type of Text Being Referenced Examples of “Works Consulted”and “In-text” citations

If no example is given, assume the citation follows the basicexample under Book-One author.

BOOK - One authorAuthor’s last name, first name. Title.

Place of publication: Publisher,Year of publication.

THIS IS THE BASIC FORM

Note - The first word in the title & allother important words are capitalized.The title is underlined or italicized. If the placeof publication is a small town, add the state,province or country.

Works Consulted:Abel, Henry. Cat Behavior. New York: Macmillan, 2000.

Bond, James. Cat in the Kremlin. Port Moody, British Columbia: Inlet Press, 1998.

In-text citation:It has been argued that cats are intelligent (Abel 321).A researcher, Henry Abel, said “Cats are intelligent”(321).

Note - 321 is the page number; the period follows thepage(s) in parentheses; and if the information is in thesentence, it does not need to be repeated in the citation.

BOOK - 2 or 3 authors

See basic form. Note only first author(named on title page) has nameinverted.

Works Consulted:Brown, Sue H., Sam Black, and Mary Green. More about Cats. Vancouver: Talon Books, 1999.

In-text citation:“Cats have exceptional eye sight” (Brown, Black & Green 32).

BOOK -more than 3 authors

See basic form - , et al indicates allother authors.

Works Consulted:Canary, Harold P., et al. Habitat of Cats. Lethbridge, Alberta: Pets Press, 1999.

In-text citation:“Cats live alone usually” (Canary, et al 47).

BOOK - with an editor

See basic form - ed. or eds. follows theeditor.

Works Consulted:Doe, Jane, ed. Theories of Cat Development. Montreal: Viking, 2000.

In-text citation:This paper will summarize several well researchedtheories described in Doe’s Theories of CatDevelopment.

Note: When the author & title of the book are in the text ofyour paper, & you are referring to the entire book, NOFURTHER CITATION IS NECESSARY.


BOOK - 2 or more books by the sameauthor

The second citation does not repeatthe author’s name - use 3 dashes.Alphabetize by author, then title forthe “Works Consulted” or “WorksCited” pages.

Works Consulted:Morris, Dale. Men and Cats: Partners. New York: Abrams, 1997.

---. Trends in Pet Ownership. New York: Abrams, 1999.

In-text citation:Morris argued that men and cats each gain from thepartnership (Men 48).

Note: To distinguish between the 2 Morris titles, a wordfrom the title of the correct source was added to the pagenumber. The author was not necessary, in this case, as it wasin the sentence.

BOOK - with an author AND aneditor or a translator

Trans. or Ed. follows title. Notecapitalization is different from bookwith only an editor.

Works Consulted:Poirier, Diane. Les Chats. Trans. Sam Smith. New York: Seabury, 1997.

Zanks, Tom. My Life with Cats. Ed. Ann Jones. Toronto: Dent, 2000.

In-text citation:Kittens in France are everywhere (Poirier 147).

BOOK - selection from an anthologyAuthor of selection. “Title of Selection.” Title of Anthology. Editor(s). Place of publication: Publisher, Date.

Works Consulted:Fern, Russ. “Calico Capers.” Feline Capers. Ed. Dianne White. Toronto: Macmillan, 1997.

Note - If more than 2 poems or stories are taken from ananthology, cite the anthology, not the selections.

BOOK - multivolume• If you are using 2 or more

volumes of a work, cite the totalnumber.

• If you are only using one volume,give information for that volumeonly.

Works Consulted:Bie, Sam, et al, eds. Cats of the World. 9 vols. NewYork: Wiley, 1997.

Coy, Bill. “Cheshire Cats in Literature.” Contemporary Literature. Vol. 12. Ed. Mike Holmes. New York: Gale, 1992.

BOOK - using only an introduction,preface or appendix to a primarysource -

Author of introduction or preface or appendix. Title of section. Title of Primary Source. By Author. Place, Publisher, Date.

Works Consulted:Scull, Tom. Introduction. The Cat in the Hat. By Dr.Seuss. New York: Random House, 1962.

In-text citation:“In the introduction to The Cat in the Hat, Scull writes,“I believe that this is one of the twentieth centuriesgreatest books ...” (xi).


ENCYCLOPEDIA ARTICLE

Author’s last name, First name. “Article Title.” Title of Encyclopedia. Date.

Note: When articles in encyclopedias aresigned, the name is at the beginning or end ofthe article. Often there will not be a name,simply begin with the Article’s title.

The MLA style does not requirevolume or page numbers inencyclopedias that are arranged inalphabetical order.

Works Consulted:Jolier, Mary. “Cats.” World Book Encyclopedia. 2000.

“Siamese Cats.” Encyclopedia Britannia. 1999.

Smith, Hal. “Cats.” International Encyclopedia of Cats. Ed. Bill Moon. New York: Dutton, 1998.

Note: Well known encyclopedias, like World Book do NOTrequire a place of publication or publisher’s name. Specialreference books require full publication information.

MAGAZINE ARTICLE

Author’s last name, First name. “Article Title.” Title of Magazine Day Month Year: Page(s).

Notes:• If the article does not have an author,

begin with the article title.• If the magazine is a weekly, the day

precedes the month.• If you abbreviate a month, put a period

after the abbreviation.

Works Consulted:Dall, Peter. “Persian Cats.” Pet Monthly Feb. 1999: 72-86.

“Visiting the Vet.” Canadian Geographic Sept. 1998: 45-46.

Wiky, Maude, and Bill Bond. “Feeding Cats.” Macleans 14 May 1998: 6.

In-text citations: Follow same form as books

JOURNAL ARTICLE(more scholarly than a magazine)

Volume replaces date, follows the journal title and the year is in parentheses.

Works Consulted:Bool, Ira. “Personality Disorders of Cats.” Journal of Animal Psychiatry 117 (1999): 123-145.


NEWSPAPER ARTICLE

Author’s last name, First name. “Article Title.” Place of Publication (if not in title) followed by Title of Newspaper Day Month Year, edition (if relevant): Page(s).

Works Consulted:Morry, Ken. “Stray Cats are Hungry.” Vancouver Sun 22 Mar. 1997, late ed.: A1+.

“Wild Cats Roam the Suburbs.” Vancouver Province 22 Mar. 2000: A12.



Non-Print Sources

RADIO OR TELEVISION PROGRAM

“Title of Episode (in quotation marks) if appropriate.” Title. Writer, screenwriter, director, and/or producer (if available). Name of network. Call letters, City of local station. Broadcast Date.

Works Consulted:Cats. Writ. and dir. Jan Hew. Prod. Ron Hees. CBC. CBUT, Vancouver. 7 April 1999.

Dogs. Prod. Doug Little. CBC. CBUT, Vancouver: 8 June 1998.

“My Friend.” Friends. CTV. BCTV, Vancouver. 7 Dec. 1997.

In-text citations: Follow same form asbooks

FILM OR VIDEORECORDING

Title. Written by _________, Screenplay by _______, Dir.________ (Director), Prod. _________(Producer). (provide what is available). Place of Publication: Publisher, Date.

Works Consulted:My Best Friend. Screenplay by Ann Anderson. Dir. Jake Jones. Toronto: Capital Films, 1999.

Note: Media citations will vary, and can bevery complex to cite.


INTERVIEW

Person interviewed, Kind of interview. Date.

Works Consulted:Stroet, Tom. Telephone interview. 30 June 1998.


LECTURE, SPEECH, OR ADDRESS

Speaker’s last name, First name. “Title of Presentation (if known).” Sponsoring organization. Location. Date.

If no title, use a descriptive label - e.g. Speech,Lecture, Address. Do not underline.

Works Consulted:Perry, Cass. Speech. Centennial School. Coquitlam. 12 Sept. 1998.

Pillison, S. “Feeding Cats.” SPCA Convention. Vancouver Hotel, Vancouver. 30 Jan. 1997.



CD-ROMS and Other Portable Databases

CD-ROM - publications (e.g. ENCYCLOPEDIAS)

Author’s last name, First name (if available). “Title of Article (if applicable).” Title of Product (underlined or in italics). Version or edition number. Series Name (if applicable). Publication Medium - e.g. CD-ROM. Place of Publication: Publisher, Date.

Note: If you cannot find some of the information, cite whatis available.

Works Consulted:Fiegler, Hal. “Distemper.” The Multimedia Encyclopedia. Vers. 2.5. CD-ROM. Boston: Softworks, 2000.

Pets. Vers. 1.0. Eyewitness Series. CD-ROM. London: Chelsea House, 1999.


CD-ROM - MAGAZINE OR NEWSPAPERDATABASE

If the full text of the article was found on the CD-ROM, add to the basic form for magazine ornewspaper articles. ADD Title of CD-ROM -underlined or in italics. Publication medium, e.g.CD-ROM. Name of Vendor (if relevant). ElectronicPublication Date.

If the CD-ROM was only used as an index to helpyou find an article in a magazine or newspaper inprint, simply CITE as a magazine or newspaperarticle. Do not cite the CD-ROM.

Works Consulted:Angel, Nat. “Cats for Tomorrow.” NewYork Times 12 Sept. 1997, late ed.: D3+. Magazine Article Summaries. CD-ROM. Canebsco. Nov. 1998.

“Towards Understanding Cats.” Macleans 14 Mar. 1998: 23. Macleans Online. CD-ROM. Micromedia. Sept. 1998.


PUBLICATION ON DISKETTE

Cite as a book, ADD description of the medium ofpublication.

Author’s last name, First name. “Title of Part of Work in Quotations (if relevant).” Title of Product, underlined or in italics. Edition, Release or Version (if relevant). Publication Medium. City of Publication: Name of Publisher, Year

of Publication.

Works Consulted:Jamis, Alfred. Understanding Cats. Diskette. Chicago: U of Chicago, 1998.

“Shakespearean Cats.” Disclit: English Authors. Diskette. London: 1999.

Smith, H. Cats Calendars. Vers. 3.0. Diskette. Boston: Collier, 1999.



World Wide Web

WWW sources may include texts of books, articles in magazines ornewspapers, professional and personal sites, reference databases, andscholarly projects. This simple guide is far from complete.

Include as many of these items as are relevantand appropriate:• Name of Author, Editor, Compiler or

Translator of the Article, Poem, Book, etc. “Title of Article, Poem, Short work from a

scholarly project, etc.” ( in quotation marks)• Title of Book.(underlined or in italics)• Name of Editor, Compiler, etc. if different

from name first cited• Publication data for any print version. (see

basic forms) Title of the Site (underlined or in italics); OR for

personal sites with no title, a descriptionsuch as Home page. (not underlined)

• Name of the Editor of the Database orProject (if available)

• Version number or Volume, Issue or otheridentifying number of a journal

• Date of electronic publication, latest updateor posting

• Forum or List Name, if a posting to adiscussion list or form

• Number range or total number of pages (ifnumbered)

• Name of any Organization sponsoring orassociated with the site

• Date when source was accessed• Electronic address, or URL enclosed in angle

brackets followed by a period

CHECK THE EXAMPLES FOR PUNCTUATION

Works Consulted:

ARTICLE IN REFERENCE DATABASE“Cats.” Britannica Online. Vers 98.1. Je. 1998. Encyclopedia Britannica. 30 Nov. 2000 <http://www.eb.com/index.html>.

ARTICLE IN MAGAZINEBennett, Hilary. “When Cats are Feral.” Pets Magazine 1 Feb. 1996. 4 Jl. 1999 <http://www.petsmagazine.com.ca>.

POSTING TO A DISCUSSION LISTDriscoll, Dianne. “Cats - WorksConsulted.” Online posting. 12 Nov. 1998. BCTLA Forum. 13 Nov. 1998 <http://www.bctf.bc.ca/>.

PERSONAL SITEGoode, Sally. Home page. 12 Nov. 1998 <http://www.ilovecats.bc.ca/sally/ index.html>.

SCHOLARLY PROJECTHistorical Feline Project. Ed. Paul Hurt. May 1997. Kalamazoo U. 24 Feb. 1998 <http://www.kalamazo.edu/letrs/>.

Note: always try to keep http addresses onone line.



How To Do A Research Project: An Approach

The following suggestions on how to do a research paper were written by AllenSwetlikoe as a district document for grades 3-12. Although the examplesprovided are for upper intermediate students, the process works for all grades.The content will merely become more sophisticated as the students advance inyears.

Notes to the Teacher

The Research Quest Model: A Student GuideThis model is developed by the B.C.T.L.A. (British Columbia Teacher-Librarians’Association) and Teacher-Librarians in British Columbia. It was adopted by theBC Ministry of Education, DRAFT, October 2000.

1

FOCUS

Ο• What is my purpose? Topic?• Who is my audience?• What do I know? What do I need to know?• How will I plan my time?

2

FIND AND FILTER

∇• Locate different types of resources• Decide which resources are suitable• Select most appropriate resources• Revise research questions if necessary

3

PROCESS

∇• Read, view, listen• Interpret, record, and organize• Ask questions, make connections• Review, revise, reorganize, edit• Understand

4

COMMUNICATE

∇• Prepare final results• Share my ideas• Act on findings

5REFLECT

Ο• What did I learn about this topic?• What did I learn about research?• What will I do differently next time?

• The following ideas are one person’s interpretation of the Research Questmodel. Many interpretations and approaches are possible of course; workwith your teacher librarian to find the one that best suits you and yourclasses.

• While the following ideas are based on an elementary Social Studies topic (thebeaver), the concepts work from grades 3 to 12 for any topic.


Objectives for Teachers• To introduce or improve research skills;• To introduce an organized system for students to follow when writing

research papers and/or creating oral presentations;• To provide a more flexible and on-going evaluation of students’ work which

allows teachers to see problems early and to measure student progressperiodically, before the final report is completed.

Prerequisites• Teacher has shown students how to take notes.• Students are adept library users; they know from where and how to get

information in their school library.• Students should understand the component parts of a paragraph.• Students should know the format of an essay, e.g., outline, introduction,

body, and conclusion.

Steps and Samples

A. Project Overview: Guide to Steps and Due Dates

Student Steps Research Quest Stage Due Date1. Select topic2. Find resources3. Make notes using proper procedures4. Hand in notes to teacher5. Marked notes returned to students6. Student prepares outline and hand in7. Marked outline returned to student8. Completed report handed in9. Learning Log handed in

FOCUSFIND AND FILTERPROCESSn/an/aCOMMUNICATEn/aCOMMUNICATEREFLECT

B. Selection of Topics (FOCUS)

1. Make the TopicsThe teacher makes up a list of topics (8-10). Put topic in question format, ifpossible, as this helps students better analyze the subject.

2. Check About ResourcesSee your teacher-librarian (and public librarian, if possible) regarding resources.This courtesy allows the librarian, and you, to determine whether adequateresources are present for your topics. After consulting with the teacher-librarian,the teacher may now want to revise the list of topics with additions or deletionsbased on resource availability.

3. Plan Logistics with the Librarian• This project assumes your students are already adept library users; if they are

not, a library orientation visit is a must.


• The librarian will probably want to provide a brief introduction to theresources in the library. It should not be long (approximately 10-15 minutes)because students want to get to the research as quickly as possible - anydetour can slow down their enthusiasm.

• The librarian could place one copy of resources per topic on reserve for bettersharing so students can get a good start on their topic. (This is not intended todiscourage the students from getting more resources, merely an incentive toget them to pursue the topic further.)

4. Collecting Additional ResourcesTeachers should also collect information and place it in file folders for presentand future use. If this is to be an ongoing assignment, let your librarian know sohe/she can also be collecting relevant material in the future.

C. Introduction of Steps to Students (FIND AND FILTER)

• Have students choose their topics, individually or in groups.a) based on resource availability maximum of 1 or 2 groups per topic.

• Procedures for Taking Notes:a) For each source have student write out title, author, publisher and date at the top of a piece of lined paper before notes are taken.b) Students should list page numbers at end of each group of notes.c) When each source is exhausted either have the students draw a line toshow completion or have the students start new page for the next source.

Graphic Organizer for Taking Notes (Optional)Source of Information:• title• author• publisher• date

Notes Page #s

Why this Format?• Students will often go back to their notes and either take a second look for

more information or for clarification of their notes. Many times they cannotlocate the original source. This method eliminates that problem and allowsstudents to go back to the source with little difficulty. This format essentiallyforces students to become more organized during the research process. Note:your teacher librarian will likely have several versions of note-taking to showyou and your students. This is not the only way, although it is tried and true!


Example of Note Taking (Topic: the beaver)

The World Book Encyclopedia, vol. 2, Scott Fetzer Co. Chicago, 1997.• 3 - 4 ft. long, largest rodent, wide flat tail, large powerful jaws, 3 eyelids• sharp teeth (20) - front called incisors p. 193• beaver uses tail to steer when swimming and also helps him to stand up on

land• young are inside mother’s body for 3 months before born• babies are called kits or pups p. 194• eat inner bark, twigs, leaves, roots of trees• love poplar trees, cottonwoods, willows• eat water plants• front teeth to cut down trees• tail help him to cut trees down• whole family will help build a dam• mud and stones are used for bottom• add brush and log poles• plasters the top and sides of the poles with more mud, stones and wet plants• some dams are 300 meters long• in lakes do not build dams• a home is called a lodge

-----------------------------------------------------------------------------------------------------------Outlooks 4: Our Beginnings by Sharon Sterling. Oxford University Press 2000.Chapter 9: The Fur Trade• Europeans willing pay lots of money for fur, especially beaver fur p. 147• Fur was a luxury item p. 148• Beaver made great hats for men and women p. 148• Hats were made out of felt, which was the fine inner hairs of the beaver scraped off,

wetted and crushed together until it made the fabric felt p. 148• In the early days of the Canadian fur trade, the French and English competed for

furs; later it was two British companies: the Hudson’s Bay Company and the NorthWest Company p. 157

D. Categorizing Notes (PROCESS)• When the teacher/student feels that the notes collected are complete, then

the teachers should have students reread their notes and create generalcategories for the content.

• For example, in the study of the beaver, the student could mention thathe/she learned about the food of the beaver, the habitat, the reasons formaking dams, and their enemies.

• Have the students list the categories and number the notes accordingly.Colour coding with a highlighter is also a possibility.

• Kinesthetic learners might prefer to cut their notes up and physically re-arrange them. If this is the case, however, the students should photocopy theoriginals first so they can still track the research references after cutting thenotes pages into strips.

• At this time students can see if they are missing any categories in their notesand, if necessary, do further research to fill the gaps. Eventually thesecategories will become topics for paragraphs or sections in the final report.


• Have the students hand in their categorized notes page for evaluation; thisallows the teacher to catch any potential problems for the upcoming reportwriting and ensures the students are keeping up with the project process.

Example of Notes with Number Categories• On the left side margin, the student places numbers next to the appropriate

categories. In the first example, the categories ended up being:1 = physical facts about the beaver2 = food3 = offspring4 = building dam5 = home habitat

The World Book Encyclopedia, vol. 2, Scott Fetzer Co. Chicago, 1997.

1 - 3-4 ft. long, largest rodent, wide flat tail, large powerful jaws, 3 eyelids1 - sharp teeth (20) - front called incisors p. 1931 - beaver uses tail to steer when swimming and also helps him to stand up on land3 - young are inside mother’s body for 3 months before born3 - babies are called kits or pups p. 1942 - eat inner bark, twigs, leaves, roots of trees2 - love poplar trees, cottonwoods, willows2 - eat water plants4 - front teeth to cut down trees4 - tail help him to cut trees down4 - whole family will help build a dam5 - mud and stones are used for bottom4/5 - add brush and log poles4/5 - plasters the top and sides of the poles with more mud, stones and wet plants4 - some dams are 300 metres long4 - in lakes do not build dams5 - a home is called a lodge

Evaluating the Notes• Evaluation is really a personal decision but keep in mind the relative complexity of

the research process and final task. Thus the marks should reflect this factor.• A very important element of this system is to be able to measure the students’

progress prior to the final product. Marking the notes and the outline allows theteacher/student to be aware of difficulties or successes prior to the finished report.Also the student will see their day by day effort as being as important as the finishedproduct in terms of marks. In short, students discover that the process is asimportant as the final product.

• Here is a possible evaluation format:


Teachers’ Marking GuideThis quantity reward system assumes notes of decent quality: page references areincluded, the source of the information is provided, the notes are in wording original tothe student, only key words and ideas are mentioned, the pages are well-filled.

Notes Marks10 pages 179 168 157 146 135* 12*4 113 101-2 6-8

Student Sample for Marking

17marks

5marks

3marks

out of25

Name of Student andtopic

No. ofPages

Quality of Notes References Used Mark

The Beaver by SallyStravinsky

5

12*

- good notes- pg #s incl.- no categories

3 1/2

3

3 18 1/2

N.B.• The previous chart assumes that in this project 10 pages are outstanding. You may

increase or decrease this ratio according to the size of the project.• Some topics have many more sources available than others and so it is easier for the

student to make more notes. Try to determine these plentiful resource topics asopposed to the topics which have few sources in order to produce fair marking.

• Make sure that when you are estimating number of pages that you pay attention tosuch variables as:

a) notes that are not condensed effectively. Students may have an inflated number of pages;b) large print versus small print;c) gaps and spaces.

• For alternatives to this marking approach, see the final three pages of this package.

E. Write the Paper or Present the Talk (COMMUNICATE)Have students follow the writing process when they assemble their final report orprepare their oral presentation. The basic steps are as follows (from the Language ArtsSurvival Guide 1993 by Prentice Hall).


• Predraft - This stage includes everything that goes on in your head and on paper asyou try to pin down a good writing idea, explore it and create a plan for writing.Much of this has been done with the research process described so far.

• Draft - The drafting stage involves putting your thoughts and notes into words andsentences, either on paper or on the computer.

• Revise - At this stage, you look hard at your work, get ideas and reactions fromothers, and decide what to fix or change. You may search for new ideas or reworkparts of your writing as well.

• Edit and Proofread - Here you polish your style and correct errors in grammar,usage, mechanics and spelling. Complete these steps after you have a revised draftthat suits you.

• Publish - This stage includes any way you share or present your writing. You mightsubmit it to the teacher in writing, present it orally or give it to a friend to read.

If the students are doing an oral presentation, they will also need instruction onpreparing for this event, including the art of creating good cards to prompt theirspeaking.

N.B.It is also very helpful for students if the teacher requests an outline as part of the Pre-Drafting stage described above. While these may vary in complexity depending on thegrade of the student and teacher expectations, the requirement of an outline indicateswhether or not the student has gathered sufficient information and provides anopportunity for the teacher and student to problem-solve before the final assessment. Ifthe outline has gaps in the information, or less information per category than thestudent would like, the student knows to go back and collect more information in thatarea.The following graphic organizer could well be used as an outline. Older students shouldhave the additional expectation of a thesis statement.

OUTLINEPART CONTAINS YOUR PLANS

1Introduction

• usually one paragraph

• outlines main ideas or topic

• provides an overview of the report

2Body

• multiple paragraphs depending onquantity of information

• each paragraph is a category from yournote taking stage

• the body provides evidence thatsupports, proves or gives additionalinformation about the main idea

• each paragraph is carefully written tostand alone

A.

B.

C.

D.

ETC.3

Conclusion• usually one paragraph

• reviews main idea or topic

• summarizes


F. Learning Log (REFLECT)Ask students to reflect on what they learned; their reflection should consider not onlywhat they learned about their research topic but what they learned about researchitself. Ask them to write about the Research Quest stages: Focus, Find and Filter,Process, Communicate, Reflect. If you like, use the following questions adapted fromEnhancing Literacy: Teaching Reading Across the Curriculum by Susan Masson and LizOrme to prompt the reflection:

• I read / talked / learned about . . .• My summary of my research is . . .• As I researched, I thought about . . .• This is how I'd describe the organization of the project. . .• I wondered . . .• I asked . . .• I found out . . .• I noticed . . .• I wish I had asked . . .• One idea I'm taking away to think about is . . .• I knew I am good at research because . . .• I sustained my interest and focus in research by . . .• This compares with other research I have done in that . . .

Evaluation Alternatives

Research Criteria Sheet: Process and ProductUse either the four point or six point scale, whichever you and your studentsprefer.

Four Point Scale OR Six Point Scale4 Exceeds Expectations 6 Excellent3 Fully Meets Expectations 5 Very Good2 Minimally Meets Expectations 4 Good1 Not Yet Meets Expectations 3 Satisfactory

2 Minimally Acceptable1 In Progress/Failing


CRITERIA RATING COMMENTS• gathers relevant material

• gathers from a variety ofsources

• selectssupporting/developingmaterial

• uses an organizingstructure

• matches relevant materialto the structure

• presentation is clear,coherent, concise

• appropriate use of graphs,charts, etc.


Research Process Performance Scale

1does not yet meet

expectations

2minimally meets

expectations

3fully meetsexpectations

4exceeds

expectations

gather • gathersinadequatematerial

• gathers materialfrom only onesource

• gathers somerelevant andsome irrelevantmaterial

• gathers materialfrom easilyaccessiblesources

• gathers mostlyrelevant material

• gathers materialfrom a variety ofsources

• gathers relevantmaterial

• gathers materialfrom a widevariety ofsources

select • unable to selectappropriatematerial

• selects material,though some ofit isinappropriate

• selects materialwhich generallywill support/develop topic

• selectsappropriatematerial thatwill support/develop topic

organize • not familiar withan organizationalstructure

• material showslittle organization

• recognizes anorganizationalstructure

• matches somerelevantmaterial toparts of thestructure

• familiar with anorganizationalstructure

• matches relevantmaterial to thestructure

• familiar withmore than oneorganizationalstructure

• matchesrelevantmaterial tostructures tobuildtopic/argument


Research Report Performance Scale

1does not yet meet

expectations

2minimally meets

expectations

3fully meetsexpectations

4exceeds

expectations

gather • gathersinadequatematerial

• gathers materialfrom only onesource

• gathers somerelevant andsome irrelevantmaterial

• gathers materialfrom easilyaccessiblesources

• gathers mostlyrelevant material

• gathers materialfrom a variety ofsources

• gathers relevantmaterial

• gathers materialfrom a widevariety ofsources

selectandorganize

• unable to selectappropriatematerial

• not familiar withan organizationalstructure

• material showslittle organization

• selects material,though some ofit isinappropriate

• recognizes anorganizationalstructure

• matches somerelevant materialto parts of thestructure

• selects materialwhich generallywillsupport/developtopic

• familiar with anorganizationalstructure

• matches relevantmaterial to thestructure

• selectsappropriatematerial thatwill support/develop topic

• familiar withmore than oneorganizationalstructure

• matches relevantmaterial tostructures tobuildtopic/argument

present • struggles withcommand oflanguage

• unsure/• unaware of

appropriateform, graphs,photos, charts,etc.

• inconsistentcommand oflanguage

• some use ofform,appropriategraphs, photos,charts, etc.

• frequently clear,coherent, concise

appropriate form useof graphs,photos, charts,etc. fortopic/argument

• clear, coherent,concise form,

• appropriategraphs, photos,charts, etc.

• integrated intotopic/argument

qualityofstudentideas

• rarely developsor supportsargument

• inconsistentdevelopmentand support ofargument

• lacks precision

• development andsupport ofargument

• precision

• developmentand support ofinsightfulargument

• variety andprecision


Social Studies 9 Course Outline: A Linear Approach

Introduction: Social Studies 9 is a required course for graduation. This course builds uponthe foundation of knowledge, skills and attitudes you have gained. It offersstudents an integrated approach to Canadian and global issues. Social Studies 9 isalso a foundation course for further study in the humanities and social sciences. Social Studies 9 contributes to the important goal of preparing students fortheir future lives as Canadian citizens and members of the internationalcommunity. The curriculum is designed to engage you in challenges and changesto government and society from the 16th to 19th century. By exploring a varietyof perspectives in a thorough and balanced manner, students develop the skillsto approach persistent problems, questions, and issues with confidence andpurpose.

I Change Comes to Europe 1497 to 1815• Nation Building and Social Order• The Enlightenment and the Modern Age• The Fight for Democracy and the English Civil War• Revolution in France• The Napoleonic Era• The Industrial Revolution• The Agricultural Revolution• An Economic Revolution• The Factory System• Society and Culture

II North America 1497 to 1815• The Geographic Setting• Geographic Skills• Geographic Regions of North America• Settlement and Exploration• The Native People of Canada• Europeans arrive in Canada• Colonies and Conflict

• The Seven Years War (1756-1763)• The American Revolution (1776-1783)• The War of 1812)

• Economic Expansion

III Current Events


Social Studies 9 Course Outline: A Thematic Approach

Introduction: Social Studies 9 is a required course for graduation. This course builds uponthe foundation of knowledge, skills and attitudes you have gained. It offersstudents an integrated approach to Canadian and global issues. Social Studies 9 isalso a foundation course for further study in the humanities and social sciences. Social Studies 9 contributes to the important goal of preparing students fortheir future lives as Canadian citizens and members of the internationalcommunity. The curriculum is designed to engage you in challenges and changesto government and society from the 16th to 19th century. By exploring a varietyof perspectives in a thorough and balanced manner, students develop the skillsto approach persistent problems, questions, and issues with confidence andpurpose.

I Revolution in Society• The Enlightenment and Modern Age• The Agricultural Revolution• The Industrial Revolution• New Economics

• Capitalism• Mercantilism• Factory System• Wage Labour

• Unions

II Revolution in Government• From Absolute Monarch to Republic

• Growing Influence of the Individual in Government• English Civil War• American Revolution• French Revolution

III Revolution in World Views• The Geography of a “New” Continent

• Geographic Skills• Geographic Regions

• First Nations• World View• Society• Government

• Imperialism, Colonization and Conflict• Missionaries• New Alliances• New France• Acadia• 13 Colonies• 7 Years War• War of 1812



Introduction: Social Studies 10 builds on the foundation of knowledge, skills and attitudesyou have gained. It offers students an in-depth analysis of the challengesinvolved in building a nation. Social Studies 10 contributes to the important goalof preparing students for their future lives as Canadian citizens and members ofthe international community. The curriculum is designed to engage you in criticalinquiry into the challenges faced by Canadians in the 19th and 20th century. Byexploring a variety of perspectives in a thorough and balanced manner, studentsdevelop the skills to approach persistent problems, questions, and issues withconfidence and purpose.

A. HistoryI Central/Eastern Canada• 1815-1838

• Immigration Wave• Development of Upper and Lower Canada• Unrest in the Colonies: Rebellions of 1837/1838

• 1839-1867• Drive to Nationhood• Durham Report and Responsible Government• Confederation

II Western Canada• 1815-1871

• Exploration and the Fur Trade• The Gold Rush• Development of British Columbia

III Canada• 1871-1914

• National Policy/CPR• Louis Riel and Metis• “Last Best West” - Immigration/Settlement• The Laurier Era

B. Environment• Biomes• Physiographic Regions• Climate• Visual Representation and Interpretation of Date

• Maps, Graphs, Tables


C. Economy and Technology• Industry in B.C.• Resource Development and Extraction• Canada and the Pacific Rim

• Economic Interdependence


Social Studies 10 Course Outline: Thematic Approach

Introduction:

Social Studies 10 builds on the foundation of knowledge, skills and attitudes youhave gained. It offers students an in-depth analysis of the challenges involved inbuilding a nation. Social Studies 10 contributes to the important goal of preparingstudents for their future lives as Canadian citizens and members of theinternational community. The curriculum is designed to engage you in criticalinquiry into the challenges faced by Canadians in the 20th century. By exploringa variety of perspectives in a thorough and balanced manner, students developthe skills to approach persistent problems, questions, and issues with confidenceand purpose.

A. Movement of People• The Great Migration 1800-1830’s• “Last Best West”

• Sifton’s Immigration Policies• “The Golden Mountain” (Gum San)

• Chinese Immigration to B.C.• Biomes/Physiographic Regions

B. Identity• From Colony to Country: Peacefully• What is a Canadian?

• “We’re not American! We’re not British!”• First Nations• Government• Settlement Patterns

C. Economics and Technology• Railway - Geographical Challenges• Fur Trade• Gold Rush• Resources: Renewable/Non-renewable• Pacific Rim Trade• Reciprocity



Introduction:

Social Studies 11 is a required course for graduation. This course builds upon thefoundation of knowledge, skills and attitudes you have gained. It offers studentsan integrated approach to Canadian and global issues. Social Studies 11 is also afoundation course for further study in the humanities and social sciences.

Social Studies 11 contributes to the important goal of preparing students for theirfuture lives as Canadian citizens and members of the international community.The curriculum is designed to engage you in critical inquiry into the challengesfaced by Canadians in the 20th century. By exploring a variety of perspectives ina thorough and balanced manner, students develop the skills to approachpersistent problems, questions, and issues with confidence and purpose.

CurriculumSocial Studies 11 covers three areas of importance to students’ understanding ofCanadian society and of their roles as Canadian and global citizens:• Canada in the World Community• Canadian and Global Citizenship• The Canadian Identity

I Canada in the World Community - Twentieth Century CanadaLaying the Foundations (1896-1911)

• English - French Relations• Canadian Independence (Autonomy)• Canada - U.S. Issues• Economic Development (Free Trade with U.S.)• Canadian expansion and native issues

Canada and World War I - 1914-1918• Causes of World War I• Canada’s military contribution to World War I• War on the “Home Front” and a greater role for women• Coming of Age: The End of the War

From Boom to Bust - The Period Between the Wars (1919-1939)• Union/management conflict• Prosperity and economic collapse• Life in Canada in the 1920’s and 1930’s

Canada and World War II• The Breakdown of Peace and the Road to War• Canadian military actions in World War II• War on the Home Front• Canada’s role in ending the war


Canada and the World Since 1945• The Cold War and Canada’s new international role• Canada/US relations• Social and cultural changes• The United Nations and Canada• Challenges to Canadian Identity

II Canadian and Global Citizenship

A. Canadian Government and LawGovernment, Politics and Law

• Purposes of government• Major political systems• The structure of Canada’s government• Canada’s political parties• Elections• B.C. government• Municipal government• Aboriginal issues

The Canadian Legal System• Rights and responsibilities of citizenship

B. The Global Village - Social & Economic PerspectivesPopulation and Development

• Interdependence• Population trends• Disparities in living standards and quality of life• Patterns of world food production and distribution• Management of the world’s resources

Industrialization and Technology• Impact of technology• Patterns of industrialization• The information economy

Urbanization• The world-wide growth of cities• Problems of the modern city

Global Solutions• International aid• Canada and international aid

C. Current Events Issues


Social Studies 11 Course Outline: Thematic Approach

Introduction:

Social Studies 11 is a required course for graduation. This course builds upon thefoundation of knowledge, skills and attitudes you have gained. It offers studentsan integrated approach to Canadian and global issues. Social Studies 11 is also afoundation course for further study in the humanities and social sciences.

Social Studies 11 contributes to the important goal of preparing students for theirfuture lives as Canadian citizens and members of the international community.The curriculum is designed to engage you in critical inquiry into the challengesfaced by Canadians in the 20th century. By exploring a variety of perspectives ina thorough and balanced manner, students develop the skills to approachpersistent problems, questions, and issues with confidence and purpose.

With a thematic approach to Social Studies 11 students are provided with ahistorical overview that will help them understand the links between Canada’spast and present to gain greater insight into our common future.

Issues and ThemesAboriginal People in the 20th Century

• Land claims and treaties• Self-government• Assimilation/integration

French Canadian Identity• The “Quiet Revolution”• FLQ and October crisis• Referendum and nationalism

Role and Status of Women• The person’s case• The war effort• Suffragette movement

Immigration• European• Asia/Pacific rim• Economic and cultural challenges

Cultural Identity and Development• Spheres of influence• Minorities• Cultural icons

• hockey, Emily Carr, Gordon Lightfoot, Margaret Atwood, etc.


Economics• Great Depression• Oil crisis of 70’s• Branch plant economy• Free Trade Agreements

Canada and the World Stage: War, Peace and Security• World War I, World War II• Peacekeeping• Cold War

U.N., N.A.T.O. and Other Alliances

Constitution, Government and Law• Levels and structure of government• Ideologies/political spectrum• Legislation• Charter of Rights• Rights and responsibilities of citizens

Urbanization and Industrialization• Growth of cities• Economies of scale

• Developed/developing countries• Resource issues• World trade organization/multinational corporations• Global village

The Environment• Resource management• Pollution• Sustainable development• 5 themes of geography• Natural disasters


SS11 Course Outline - Alternative Thematic Approach

Themes in BriefThe following represents the list of ten suggested themes or topics derived fromthe Social Studies 11 curriculum. Each theme/topic can be dealt with by workingthrough the organizers of the curriculum (social issues, political issues, legalissues, environmental issues, economic issues, cultural issues). Skills andProcesses are woven in throughout the year or semester.

1. First Nations and Treaty Negotiation2. French English Conflict3. Canada: War and Peace4. Canadian Citizenship - National Political Slant5. Canadian Citizenship - Global Political Slant6. Role of Canadian Women in the 20th Century7. Canadian Technology and Economy8. Canadian Perspectives on Environment9. Canadian/American Relations10. Canadian Identity and Beyond

Themes in Detail#1 First Nations and Treaty Negotiation1. Political Issues

a) self governmentb) Treaty processc) Indian actd) Indian Affairs Branche) Assembly of First Nations

2. Social Issuesa) residential schoolsb) stereo types

3. Legal Issuesa) statusb) healing circlesc) double standardd) land claims

4. Economic Issuesa) fishing rightsb) Nisga’a Treatyc) disparity


5. Environmental Issuesa) land useb) whalingc) resourcesd) adaptatione) sustainability

6. Cultural Issuesa) Native artb) dancec) costumesd) stories

e) healing

#2 French English Conflict1. Political Issues

1) Separatist Movementa) Levesqueb) FLQc) Blockd) P.Q.e) Referendum

2) a) Meech Lake Accord b) Charlottetown Referendum

2. Social Issuesa) quiet revolution

3. Legal Issuesa) changes to Bill 22 and Bill 101

b) challenge to Constitution

4. Economic Issuesa) Duplessi (Union National)

5. Environmental Issuesa) Hydro Quebec/Labrador Northern Nativesb) Cree Natives (Hydro Whale River Development)c) Seaway

6. Cultural Issuesa) CBCb) French Culture - Bilingualism and Biculturalismc) Distinct Culture


#3 Canada: War and Peace (WWI/ WWII)1. Political Issues

a) conscription issueb) causes (nationalism, imperialism, militarism, alliances)c) role of propagandad) League of Nations, United Nations, NATOe) growth in Canadian independence

2. Social Issuesa) *changing role of women (work force, the vote, direct involvement in the war)b) Holocaustc) Dieppe, Normandyd) Russian revolutione) technological changes (weapons of war)f) Pearl Harbour, atomic bomb, Manhattan projectg) *homefront: munitions industry, Halifax explosion

3. Legal Issuesa) Treaty of Versaillesb) reparationsc) internment (Japanese, German, Austrians)d) War Measures Act

4. Economic Issuesa) cost of warb) victory bondsc) taxation (personal/business)

5. Environmental Issuesa) geographical changes (boundaries)b) “No Man’s Land”

6. Cultural Issuesa) events: French Warfare, Vimy, Ypres, etc. Western Frontb) human cost (lives)

*Events are by no means to be completely covered. It will be up toindividual departments/teachers to make these decisions.

#4 Canadian Citizenship: National (Political Slant)1. Political Issues

a) ideologies/world government systemsb) Canada as an independent nationc) structure of Canadian governmentd) levels of governmente) majority/minority government


2. Social Issuesa) Senate reform (Triple E)b) House of Commonsc) Legislative assemblyd) Royal assent

3. Legal Issuesa) Charter of Rights and Freedomsb) Canadian Constitutionc) federal/provincial relationsd) electoral process (age, voting privileges)

4. Economic Issuesa) economic regional disparity

5. Environmental Issuesa) political boundaries

6. Cultural Issuesa) political partiesb) Magna Cartad) special interest groups

#5 Canadian Citizenship: Global (Political Slant)1. Political Issues

a) U.N.b) peace keepingc) political (isms) ideology

2. Social Issuesa) foreign aidb) non government organization - Red Cross

3. Legal Issuesa) Turbotb) 200 mile limit

4. Economic Issuesa) trade organizationb) CITA

5. Environmental Issuesa) developed vs. undeveloped resourcesb) population distribution (demographics)


6. Cultural Issuesa) Commonwealthb) standard of livingc) racism

#6 Role of Canadian Women in the 20th Century1. Political Issues

a) women as a political force/block lobbying for political changeb) prohibition WCTUc) rising voices in 1960’sd) suffragettese) female MP’sf) female MLA’s

2. Social Issuesa) prohibition - the “moral voice” of Canadab) home front during conflict World War I/World War IIc) social reforms (e.g. prohibition)d) Nellie McLung: women as ‘people’e) international year of women ‘75

3. Legal Issuesa) military voters’ actb) royal commission on womenc) women as judgesd) family lawe) pension planf) Bill of Rightsg) legal equalityh) status of womeni) vote/hold office

4. Economic Issuesa) changing attitudesb) moving from domestic to professional (entering the work force)c) gender equityd) wage disparitye) glass ceilingf) ‘Rosie Riviler’g) women at work in warsh) ghettoizationi) jobs with gender biasj) changing nature of work

5. Environmental Issues


6. Cultural Issuesa) women as treated by societyb) stereotypes/portrayal by mediac) feminismd) W.A.C.e) family and child caref) women in sports, artsg) marriageh) nuclear family - demographicsi) suffrage movementj) family values

#7 Canadian Technology and Economy1. Political Issues

a) creating economic baseb) Avro Arrowc) regulatory, state control (government role)d) socialism vs. capitalisme) creation of CBC

2. Social Issuesa) Winnipeg general strike, Branch plantb) globalizationc) postwar boomd) impact of technology on society (cars, internet)e) education as toolf) unionizationg) natureh) purpose of work

3. Legal Issuesa) GATTb) NAFTAc) WTO MAId) tax lawse) unionizationf) tariffs

4. Economic Issuesa) globalizationb) branch plantc) industry - post industryd) American economic influence

5. Environmental Issuesa) geographic influence of technology/economyb) impact of industry on environment, clear cuts, dams, agricultural business


6. Cultural Issuesa) “Hewers of wood...”b) influence of mediac) Americanizationd) CBCe) CAN/CONf) influence of media in personal lives

#8 Canadian Perspectives on Environment1. Political Issues

a) regulatoryb) lobbyingc) immigrationd) internete) Kyotof) Buenos Aires

2. Social Issuesa) displaced populationb) employment (forestry)

3. Legal Issuesa) civil disobedienceb) water

4. Economic Issuesa) sustainabilityb) nuclearc) electric carsd) natural disasters

5. Environmental Issuesa) Eurasian milfoilb) bogsc) caterpillarsd) diseasee) alternate fuels

6. Cultural Issuesa) First Nationsb) Green partyc) Green Peaced) eco terrorisme) hemp productsf) recycling


#9 Canadian/American Relations1. Political Issues

a) president vs. prime ministerb) 2 party vs. multi partyc) fish warsd) NORADe) cruise missile testing

2. Social Issuesa) drugsb) mediac) TV

3. Legal Issuesa) comparison in laws: potgrowers B.C. vs. Washingtonb) gun lawsc) capital punishment

4. Economic Issuesa) free tradeb) auto pactc) waterd) (native cross border treaties)

5. Environmental Issuesa) Great Lakesb) acid rainc) population demandsd) population comparisone) market comparison

6. Cultural Issuesa) split run magazinesb) Canadian versus American professional teamsc) brain drain

#10 Canadian Identity and Beyond1. Political Issues

a) British heritage - Parliament systemb) French heritage - Napoleonic codec) regional attitudes

2. Social Issuesa) multicultural - regionalb) bicultural


3. Legal Issuesa) human rightsb) immigrationc) refugees

4. Economic Issuesa) currencyb) resources

5. Environmental Issuesa) eco tourismb) landminesc) arctic

6. Cultural Issuesa) music: country and western, ...b) sport: pool, CFL, NHL, ...c) art: Group of Seven, Erickson, ...d) writers: Berton, Mowat, Atwood, ...e) dance: Winnipeg Balletf) movies: Hollywood North